﻿
@article{ ISI:000511241000015,
Author = {McCracken, David},
Title = {{Disability Studies Simulacra in Chuck Palahniuk's Fight Club(s)}},
Journal = {{MIDWEST QUARTERLY-A JOURNAL OF CONTEMPORARY THOUGHT}},
Year = {{2020}},
Volume = {{61}},
Number = {{2}},
Pages = {{235-258}},
Month = {{WIN}},
Publisher = {{PITTSBURG STATE UNIV}},
Address = {{MIDWEST QUARTERLY, PITTSBURG, KS 66762 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McCracken, D (Reprint Author), Coker Univ, English, Hartsville, SC 29550 USA.
   McCracken, David, Coker Univ, English, Hartsville, SC 29550 USA.}},
ISSN = {{0026-3451}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism}},
Cited-References = {{Allen Brendan M, 2019, COMICON         0204.
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   Sobral Ana, 2012, OPTING OUT DEVIANCE, P215.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Midwest Q.-J. Contemp. Thought}},
Doc-Delivery-Number = {{KI3HY}},
Unique-ID = {{ISI:000511241000015}},
DA = {{2020-03-18}},
}

@article{ ISI:000514931200007,
Author = {Conrad, Jordan A.},
Title = {{On intellectual and developmental disabilities in the United States: A
   historical perspective}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITIES}},
Year = {{2020}},
Volume = {{24}},
Number = {{1}},
Pages = {{85-101}},
Month = {{MAR}},
Abstract = {{The history of intellectual and developmental disabilities (IDD) in the
   United States is, in many ways, a triumphant story reflecting an
   increasingly progressive attitude acknowledging the equality of all
   persons. The law now recognizes people with IDD as citizens, possessing
   an equal right to education, health care, and employment-each of which
   represents milestone victories. However, this progression was not a
   linear development but rather a product of periods of growth and
   decline, backsliding, and hard-won battles across political, cultural,
   and legal domains. This article explores the vacillating historical
   trajectory for people with IDD in the United States from the colonial
   period to the present. Particular attention is paid to the conceptual
   understanding of disability itself across time periods as that which
   informs particular developments in treatment, law, and social status.
   The capabilities approach, as outlined by Martha Nussbaum, is then
   brought to bear as a heuristic framework, consonant with current
   developments in disability studies, and which may guide future social
   and legislative action.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Conrad, JA (Reprint Author), NYU, Silver Sch Social Work, New York, NY 10003 USA.
   Conrad, Jordan A., NYU, New York, NY 10003 USA.}},
DOI = {{10.1177/1744629518767001}},
ISSN = {{1744-6295}},
EISSN = {{1744-6309}},
Keywords = {{capabilities approach; history; law; intellectual and developmental
   disabilities (IDD); United States}},
Keywords-Plus = {{MENTAL-RETARDATION; MEDICAID HOME; ICF/MR; HCBS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{jac1186@nyu.edu}},
Cited-References = {{ALSTON RJ, 1994, J NEGRO EDUC, V63, P349, DOI 10.2307/2967186.
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Number-of-Cited-References = {{49}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Intellect. Disabil.}},
Doc-Delivery-Number = {{KN6FH}},
Unique-ID = {{ISI:000514931200007}},
DA = {{2020-03-18}},
}

@article{ ISI:000512897100001,
Author = {Kallio-Tavin, Mira},
Title = {{Disability studies as a site of knowledge in art education}},
Journal = {{INTERNATIONAL JOURNAL OF EDUCATION THROUGH ART}},
Year = {{2020}},
Volume = {{16}},
Number = {{1}},
Pages = {{3-11}},
Month = {{MAR 1}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Kallio-Tavin, M (Reprint Author), Aalto Univ, Sch Arts Design \& Architecture, Dept Art, Otaniementie 14, Espoo 02150, Finland.
   Kallio-Tavin, Mira, Aalto Univ, Dept Art, Arts, Espoo, Finland.
   Kallio-Tavin, Mira, Aalto Univ, Dept Art, Res, Espoo, Finland.}},
DOI = {{10.1386/eta\_00013\_2}},
ISSN = {{1743-5234}},
EISSN = {{2040-090X}},
Keywords-Plus = {{ABLEISM}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mira.kallio-tavin@aalto.fi}},
Cited-References = {{Blandy D., 1994, STUDIES ART ED, V35, P179.
   Blandy Doug, 1991, STUDIES ART ED, V32, P131, DOI DOI 10.2307/1320684.
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   Wilson James C., 2004, EFFECT RUNOFF EVENT, P1.}},
Number-of-Cited-References = {{25}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Educ. Art}},
Doc-Delivery-Number = {{KK7CZ}},
Unique-ID = {{ISI:000512897100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000512897100002,
Author = {Penketh, Claire},
Title = {{Towards a vital pedagogy: Learning from anti-ableist practice in art
   education}},
Journal = {{INTERNATIONAL JOURNAL OF EDUCATION THROUGH ART}},
Year = {{2020}},
Volume = {{16}},
Number = {{1}},
Pages = {{13-27}},
Month = {{MAR 1}},
Abstract = {{Art education has the potential to promote inclusive education for all
   children and young people. However, the pervasive discourse of special
   education, with an emphasis on individual deficit, support and
   remediation, can dominate our thinking about the relationship between
   disability and art education. This article reports on an attempt to
   resist the limitations of such discourses by introducing anti-ableist,
   crip theory to art educators (n=48). Visual and textual storyboards
   enabled practitioners to present, reflect and revise projects from a
   committed anti-ableist position. Modified projects reflected an
   awareness of the benefits of multi-sensory approaches, the advantages of
   interdependency and a greater resonance with contemporary arts practice.
   Acknowledging the challenges of taking theory to practice, the article
   suggests that anti-ableist theory can promote a vital pedagogy in art
   education. It concludes that crip theory can provoke practice-based
   resistance to deficit-based models of disability.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Penketh, C (Reprint Author), Liverpool Hope Univ, Hope Pk,Taggart Ave, Liverpool L16 9JD, Merseyside, England.
   Penketh, Claire, Liverpool Hope Univ, Hope Pk,Taggart Ave, Liverpool L16 9JD, Merseyside, England.}},
DOI = {{10.1386/eta\_00014\_1}},
ISSN = {{1743-5234}},
EISSN = {{2040-090X}},
Keywords = {{art education; disability studies; crip theory; ableism; disability;
   special educational needs}},
Keywords-Plus = {{TEACHER-EDUCATION; NEEDS; DISABILITIES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{penketc@hope.ac.uk}},
Cited-References = {{Adams J, 2013, REV EDUC PEDAGOG CUL, V35, P242, DOI 10.1080/10714413.2013.819726.
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   Penketh C, 2020, INT J EDUC ART, V16, P13, DOI 10.1386/eta\_00014\_1.
   Penketh C, 2014, INT J ART DES EDUC, V33, P291, DOI 10.1111/jade.12052.
   Robinson D, 2017, TEACH TEACH EDUC, V61, P164, DOI 10.1016/j.tate.2016.09.007.
   Sabol FR, 2019, INT J EDUC ART, V15, P63, DOI 10.1386/eta.15.1.63\_1.
   Sherry Mark, 2013, FEMINIST WIRE   1123.
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   Wexler Alice J., 2016, J SOCIAL THEORY ART, V36, P32.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Educ. Art}},
Doc-Delivery-Number = {{KK7CZ}},
Unique-ID = {{ISI:000512897100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000512897100003,
Author = {Jones, Chelsea Temple and Collins, Kim},
Title = {{Ordinary Extraordinary Activism: Student-led filmmaking in disability
   studies}},
Journal = {{INTERNATIONAL JOURNAL OF EDUCATION THROUGH ART}},
Year = {{2020}},
Volume = {{16}},
Number = {{1}},
Pages = {{29-41}},
Month = {{MAR 1}},
Abstract = {{In this article, we, as disability studies educators in Toronto, Canada,
   reflect on our interpretations of a student group's call to `people'
   disability culture. This request tasked us with mapping disability
   culture in Canada, and representing it through the arts-based approach
   of new disability documentary. We produced five student-directed films,
   Ordinary Extraordinary Activism, that bridge theory with lived
   experience by profiling activists whose lives involve participating in
   disability culture. Here, we describe how our work supported and
   transcended the affirmative model by drawing on intersectionality and
   Disability Justice. We critically consider the aesthetic and
   representational tensions of producing films under crip time. Through
   this writing, we reflect on the three-year process of filmmaking as a
   gesture of online pedagogy and analyse three out of five films.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jones, CT (Reprint Author), Univ Regina, 99 Gerrard St East, Toronto, ON M5B 1G8, Canada.
   Jones, CT (Reprint Author), Ryerson Univ, 99 Gerrard St East, Toronto, ON M5B 1G8, Canada.
   Jones, Chelsea Temple, Univ Regina, 99 Gerrard St East, Toronto, ON M5B 1G8, Canada.
   Jones, Chelsea Temple; Collins, Kim, Ryerson Univ, 99 Gerrard St East, Toronto, ON M5B 1G8, Canada.
   Collins, Kim, George Brown Coll, 99 Gerrard St East, Toronto, ON M5B 1G8, Canada.}},
DOI = {{10.1386/eta\_00015\_1}},
ISSN = {{1743-5234}},
EISSN = {{2040-090X}},
Keywords = {{disability culture; new disability documentary; Disability Justice; crip
   time; intersectionality; disability representation}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{chelsea.jones@ryerson.ca
   kimberlee.collins@ryerson.ca}},
Cited-References = {{Abbas Jihan, 2004, LIGHTS CAMERA ATTITU.
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Number-of-Cited-References = {{40}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Educ. Art}},
Doc-Delivery-Number = {{KK7CZ}},
Unique-ID = {{ISI:000512897100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000512897100007,
Author = {Allen, Alexandra},
Title = {{Using arts-based research to understand the sociocultural facets of
   having invisible disabilities in a normative society}},
Journal = {{INTERNATIONAL JOURNAL OF EDUCATION THROUGH ART}},
Year = {{2020}},
Volume = {{16}},
Number = {{1}},
Pages = {{101-114}},
Month = {{MAR 1}},
Abstract = {{Disability studies is centred around the idea that disability s a social
   construction. Within the field of disability studies, however, many
   people with non-apparent disabilities are still underrepresented when it
   comes to the investigation of how social factors influence the formation
   of their own disability identity. Throughout this study, I use
   arts-based research to explore moments of critical disability awareness
   that highlight instances in which sociocultural factors have influenced
   my disability identity. By examining certain facets of critical
   disability studies that address issues of ableism, I am able to
   emphasize the ways in which critical autobiography can contribute to the
   discourse of having invisible disabilities within a normative society.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Allen, A (Reprint Author), Penn State Univ, Sch Visual Arts, 210 Patterson Bldg, University Pk, PA 16802 USA.
   Allen, Alexandra, Penn State Univ, Sch Visual Arts, 210 Patterson Bldg, University Pk, PA 16802 USA.}},
DOI = {{10.1386/eta\_00019\_1}},
ISSN = {{1743-5234}},
EISSN = {{2040-090X}},
Keywords = {{critical disability studies; arts-based research; autobiography;
   creative non-fiction; identity; performativity}},
Keywords-Plus = {{AUTOBIOGRAPHY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{aka5923@psu.edu}},
Cited-References = {{Allen A, 2020, INT J EDUC ART, V16, P101, DOI 10.1386/eta\_00019\_1.
   Anzaldua Gloria, 1987, FRONTERA BORDERLANDS.
   Birren James E, 1996, AGING BIOGRAPHY EXPL, P283.
   Bishop Kathy, 2019, ENGAGED SCHOLAR J CO, V5, P1.
   CORKER M, 2002, DISABILITY POSTMODER.
   Couser GT, 2005, J CONTEMP ETHNOGR, V34, P121, DOI 10.1177/0891241604272089.
   Derby J, 2011, STUD ART EDUC, V52, P94, DOI 10.1080/00393541.2011.11518827.
   Evans Heather Dawn, 2017, DISABILITY STUDIES Q, V37, P1.
   Finley S, 2014, CULT STUD-CRIT METHO, V14, P531, DOI 10.1177/1532708614548123.
   Ginsberg E. K., 1996, PASSING FICTIONS IDE.
   Hibbert P, 2010, QUAL RES ORGAN MANAG, V5, P47, DOI 10.1108/17465641011042026.
   Hockey J, 2005, ARTS HUM HIGH EDUC, V4, P77, DOI 10.1177/1474022205048759.
   Leavy P., 2017, HDB ARTS BASED RES.
   LeBlanc N, 2015, INT J EDUC ART, V11, P355, DOI 10.1386/eta.11.3.355\_1.
   LEITCH R, 2006, TEACH TEACH, V12, P549, DOI DOI 10.1080/13540600600832270.
   Mead George H., 1934, MIND SELF SOC.
   Perselli Victoria, 2005, JUST WHO DO WE THINK, P22.
   Sinner Anita, 2013, UNFOLDING UNEXPECTED, P1.
   Stige Brynjulf, 2002, NORD J MUSIC THER, V11, P65, DOI DOI 10.1080/08098130209478048.
   Summa-Knoop Laura Di, 2017, J AESTHETICS CULTURE, V9, P1.
   Valeras Aimee, 2010, DISABILITY STUDIES Q, V30.
   Walker A, 2017, QUAL REP, V22, P1896.
   Wexler Alice J., 2016, J SOCIAL THEORY ART, V36, P32.}},
Number-of-Cited-References = {{23}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Educ. Art}},
Doc-Delivery-Number = {{KK7CZ}},
Unique-ID = {{ISI:000512897100007}},
DA = {{2020-03-18}},
}

@article{ ISI:000516769600001,
Author = {Kandeh, Mariama Seray and Martin, Nicola and Krupa, Joanna},
Title = {{Autism in black, Asian and minority ethnic communities: a report on the
   first Autism Voice UK Symposium}},
Journal = {{ADVANCES IN AUTISM}},
Abstract = {{Purpose
   Little is known about the way autism is interpreted and accepted among
   the black, Asian and minority ethnic (BAME) populations in the UK. This
   report summarises a Symposium on autism in the UK-BAME community in
   2018, organised by Autism Voice UK, Participatory Autism Research
   Collective and the Critical Autism and Disabilities Studies Research
   Group at London South Bank University.
   Design/methodology/approach
   The stance a family or community takes about a condition such as autism
   is influenced by their cultural background. The aims of the Symposium
   were to highlight different perspectives about autism in BAME
   communities and to preserve the cultural dignity of the community in
   supporting autistic members. Beliefs about autism, its diagnosis and
   acceptance of and support for autistic people from a specific cultural
   perspective of BAME communities must be cautiously interpreted by autism
   professionals because beliefs vary among different cultural groups.
   Findings
   Thematic analysis of feedback from participants yielded the following
   foci. Firstly, cultural, ethnic and religious sensitivities were
   important to participants who felt that these were often ignored by
   non-BAME professionals. Secondly, the need for collaboration to improve
   autism awareness within the community and understanding by professionals
   of the intersectionality between autism and identity in BAME families
   was prioritised. Thirdly, issues around feelings of stigma were common,
   but delegates felt that these were not well understood beyond people
   identifying as BAME.
   Originality/value
   An action plan was created which highlighted raising public awareness
   through community engagement, improvement of access to information for
   parents and culturally aware autism education for professionals and BAME
   communities.}},
Publisher = {{EMERALD GROUP PUBLISHING LTD}},
Address = {{HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Martin, N (Reprint Author), London South Bank Univ, Dept Educ, London, England.
   Kandeh, Mariama Seray, Autism Voice, London, England.
   Martin, Nicola; Krupa, Joanna, London South Bank Univ, Dept Educ, London, England.}},
DOI = {{10.1108/AIA-12-2018-0051}},
Early Access Date = {{FEB 2020}},
ISSN = {{2056-3868}},
Keywords = {{Autism; Education; Services; Intersectionality; Culture and ethnicity}},
Keywords-Plus = {{SPECTRUM DISORDER; CHILDREN; PARENTS; MOTHERS}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Developmental}},
Author-Email = {{Kandeh24@autismvoice.org.uk
   martinn4@lsbu.ac.uk
   krupaj2@lsbu.ac.uk}},
Cited-References = {{AULT MJ, 2013, J RELIG DISABILITY H, V17, P184, DOI DOI 10.1080/15228967.2013.781777.
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   Wilder L. K., 2004, FOCUS AUTISM OTHER D, V19, P105, DOI DOI 10.1177/10883576040190020601.}},
Number-of-Cited-References = {{17}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Adv. Autism}},
Doc-Delivery-Number = {{KQ2PC}},
Unique-ID = {{ISI:000516769600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000511460100009,
Author = {Hettiarachchi, Shyamani and Kitnasamy, Gopi and Gopi, Dilani},
Title = {{``Now I am a techie too{''} - parental perceptions of using mobile
   technology for communication by children with complex communication
   needs in the Global South}},
Journal = {{DISABILITY AND REHABILITATION-ASSISTIVE TECHNOLOGY}},
Year = {{2020}},
Volume = {{15}},
Number = {{2}},
Pages = {{183-194}},
Month = {{FEB 17}},
Abstract = {{Purpose: Parental perceptions are key to the uptake of augmentative and
   alternative communication (AAC) devices for their children with complex
   communication needs. This study aimed to explore the perceptions of
   parents in a resource poor Global South country on the use of mobile
   technology as AAC devices. Materials and methods: Sixteen participants
   (11 female; 5 male) were included in the study. Focus group discussions,
   face-to-face interviews and telephone interviews were conducted with the
   aid of an interview guide. The interview data were analysed using the
   key principles of Framework analysis and through the lens of critical
   disability studies. Results: Six broad themes emerged. Most participants
   indicated a penchant for mobile technology, though its current use with
   their children was mainly as a teaching tool rather than a communication
   device. Concerns were raised about the cost of mobile technology, which
   if used within communication, was only as a temporary stop-gap measure
   with limited knowledge. The power of mainstream technology to challenge
   prevalent notions of disability was also highlighted by the
   participants. Conclusions: There is an openness to using mainstream
   mobile technology by parents with their children with complex
   communication needs. This use is currently reserved mainly for
   educational purposes while its power to challenge disability-related
   stereotypes is acknowledged. More parent training is required to
   encourage the use of mobile technology as AAC devices for communication.
   IMPLICATIONS FOR REHABILITATION
   Current parent perspectives on mobile technology as AAC devices must be
   explored, given its potential impact on the uptake of these devices to
   support communication in their children with complex communication
   needs.
   Mainstream mobile technology could challenge perceptions of disability
   and therefore, be more acceptable to parents for their children with
   complex communication needs.
   Parental training is required to increase knowledge on the use of mobile
   technology as AAC devices for communication to enable informed
   choice-making.}},
Publisher = {{TAYLOR \& FRANCIS INC}},
Address = {{530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hettiarachchi, S (Reprint Author), Univ Kelaniya, Dept Disabil Studies, Fac Med, POB 6,Talagolla Rd, Ragama, Sri Lanka.
   Hettiarachchi, Shyamani, Univ Kelaniya, Dept Disabil Studies, Fac Med, POB 6,Talagolla Rd, Ragama, Sri Lanka.
   Hettiarachchi, Shyamani, Univ Dublin, Trinity Coll Dublin, Sch Social Work \& Social Policy, Dublin, Ireland.
   Kitnasamy, Gopi; Gopi, Dilani, Cerebral Palsy Lanka Fdn, Colombo, Sri Lanka.}},
DOI = {{10.1080/17483107.2018.1554713}},
ISSN = {{1748-3107}},
EISSN = {{1748-3115}},
Keywords = {{Augmentative and alternative communication (AAC); parents; perceptions;
   mobile technology; Global South}},
Keywords-Plus = {{ALTERNATIVE COMMUNICATION; DEVELOPMENTAL-DISABILITIES; IPAD; AAC;
   INDIVIDUALS; STUDENTS; INTERVENTIONS; PERSPECTIVES; REVOLUTION;
   EDUCATION}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{shyamani@kln.ac.lk}},
Cited-References = {{Allen A. A., 2015, WORLD J ED RES, V2, P39.
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   Sonnenmeier RM, 2005, AUGMENT ALTERN COMM, V21, P101, DOI 10.1080/07434610500103608.
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   Xin JF, 2015, J AUTISM DEV DISORD, V45, P4154, DOI 10.1007/s10803-014-2266-8.}},
Number-of-Cited-References = {{59}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Rehabil.-Assist. Technol.}},
Doc-Delivery-Number = {{KI6LD}},
Unique-ID = {{ISI:000511460100009}},
DA = {{2020-03-18}},
}

@article{ ISI:000511046100001,
Author = {Denninger, Tina},
Title = {{Disability and age-observations from an intersectional perspective}},
Journal = {{ZEITSCHRIFT FUR GERONTOLOGIE UND GERIATRIE}},
Abstract = {{More and more people with disabilities are reaching an advanced age. At
   the same time the life expectancy of the population as a whole is
   increasing, which is accompanied by an increase in physical, mental and
   cognitive impairments. This results in specific social inequalities and
   forms of discrimination, which, however, have so far not played a
   special role in the intersectionality debates. While the intersections
   of disability and gender and also of age and gender are being studied,
   there have been hardly any studies on the intersection of age (and
   especially higher age) and disability so far. It is also promising in
   terms of theory formation to combine both categories, which could be
   helpful for empirical research and the routine practice. In
   intersectionality research the question is discussed which categories
   can be regarded as central in order to critically analyze power
   structures and forms of discrimination. This article discusses to what
   extent both age and disability should be considered relevant categories
   in intersectional theory and research. To this end, the role of the body
   and the concept of normality with respect to both categories and their
   intersection are discussed.}},
Publisher = {{SPRINGER HEIDELBERG}},
Address = {{TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY}},
Type = {{Article; Early Access}},
Language = {{German}},
Affiliation = {{Denninger, T (Reprint Author), Inst Mensch Eth \& Wissensch, Warschauer Str 58A, D-10243 Berlin, Germany.
   Denninger, Tina, Inst Mensch Eth \& Wissensch, Warschauer Str 58A, D-10243 Berlin, Germany.}},
DOI = {{10.1007/s00391-020-01693-7}},
Early Access Date = {{FEB 2020}},
ISSN = {{0948-6704}},
EISSN = {{1435-1269}},
Keywords = {{Inequalities; Discrimination; Categorization; Normalism; Disability
   studies}},
Research-Areas = {{Geriatrics \& Gerontology}},
Web-of-Science-Categories  = {{Geriatrics \& Gerontology; Gerontology}},
Author-Email = {{denninger@imew.de}},
Cited-References = {{Dederich M, 2010, DIFFERENZIERUNG NORM, P170.
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   Zander M, 2016, EXPERTISEN SIEBTEN A.
   Zander M, 2015, AUTONOMIE BEI AMBULA.}},
Number-of-Cited-References = {{27}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Z. Gerontol. Geriatr.}},
Doc-Delivery-Number = {{KI0OS}},
Unique-ID = {{ISI:000511046100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000510462100001,
Author = {Flynn, Susan},
Title = {{Convergent spaces: Intersectional analysis of ethnic minority status and
   childhood disability in Irish safeguarding work}},
Journal = {{CHILD \& FAMILY SOCIAL WORK}},
Abstract = {{The core argument of this paper is that intersectionality provides a
   constructive conceptual lens for the convergence of ethnic minority
   status and childhood disability in Irish child protection and welfare.
   The utility of intersectionality in this paper lies in broadening the
   scope of reflection on the complex intersections of ethnic minority
   status and childhood disability. Within this, intersectionality is
   implicitly situated within an overarching critical disability studies
   perspective. Theoretically informed commentary on the literature attends
   to three aspects of practice. These are respectively novel intersections
   of ethnic minority status and childhood disability, as a consequence of
   intensifying globalization; compounded levels of risk; and the
   importance of nonconflation of potential sites of oppression, such as
   race and disability. Overall, the intention of the paper is to be
   illustrative. Specifically, analysis is presented as an aid to students
   and practitioners, moving forward, in negotiating a complex and dynamic
   field of practice.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Flynn, S (Reprint Author), Univ Dublin, Trinity Coll Dublin, Sch Social Work \& Social Policy, Social Work, Dublin D02 PN40 2, Ireland.
   Flynn, Susan, Univ Dublin, Trinity Coll Dublin, Dublin 2, Ireland.}},
DOI = {{10.1111/cfs.12739}},
Early Access Date = {{FEB 2020}},
ISSN = {{1356-7500}},
EISSN = {{1365-2206}},
Keywords = {{child protection; children; disability; ethnic minority;
   intersectionality; safeguarding}},
Keywords-Plus = {{ASYLUM SEEKERS; CHILDREN; EXPERIENCES; PROTECTION; REFUGEES; MODEL}},
Research-Areas = {{Family Studies; Social Work}},
Web-of-Science-Categories  = {{Family Studies; Social Work}},
Author-Email = {{flynnsusan437@gmail.com}},
ResearcherID-Numbers = {{Flynn, Susan/AAG-4169-2020}},
ORCID-Numbers = {{Flynn, Susan/0000-0002-2807-0866}},
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Number-of-Cited-References = {{67}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Child Fam. Soc. Work}},
Doc-Delivery-Number = {{KH2FM}},
Unique-ID = {{ISI:000510462100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000512917800001,
Author = {Liasidou, Anastasia and Ioannidou, Elissavet},
Title = {{Disability-related bullying and its discursive formations and enactments
   in the social ecology of schooling}},
Journal = {{DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION}},
Abstract = {{The study uses teachers' interview narratives to explore the
   relationship between childhood disability and bullying. Drawing insights
   from literature on childhood, critical disability studies and
   stigma-based perspectives on bullying, the latter is reconceptualised as
   being a socially mediated phenomenon, which is not only experienced by
   children - as either victims or perpetrators - but also as being
   constituted by them and their lived experiences of disability as
   `difference'. The latter are usually shaped by negative depictions of
   disability in the social ecology of schooling that is responsible for
   giving rise to and exacerbating conditions within which bullying
   manifests Even though teachers are critical of the ways in which
   students with disabilities are victimised and acknowledge the role of
   schooling in creating the conditions within which bullying can occur,
   they nevertheless, inadvertently contribute towards the construction and
   perpetuation of `disability as difference' discourse.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Liasidou, A (Reprint Author), St Marys Univ, Inst Educ, London, England.
   Liasidou, Anastasia, St Marys Univ, Inst Educ, London, England.
   Ioannidou, Elissavet, Open Univ Cyprus, Fac Econ \& Management, Latsia, Cyprus.}},
DOI = {{10.1080/01596306.2020.1711514}},
Early Access Date = {{FEB 2020}},
ISSN = {{0159-6306}},
EISSN = {{1469-3739}},
Keywords = {{Disability; stigma; bullying; discourse; difference; normality}},
Keywords-Plus = {{HATE CRIME; VIOLENCE; STUDENTS; VICTIMIZATION; DISCOURSE; CHILDREN;
   STIGMA}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{Anastasia.liasidou@stmarys.ac.uk}},
ORCID-Numbers = {{Liasidou, Anastasia/0000-0002-5686-0865}},
Cited-References = {{Armstrong A. C., 2010, INCLUSIVE ED INT POL.
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Number-of-Cited-References = {{53}},
Times-Cited = {{0}},
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Journal-ISO = {{Discourse}},
Doc-Delivery-Number = {{KK7KP}},
Unique-ID = {{ISI:000512917800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000512209000008,
Author = {Pickard, Beth},
Title = {{The Process, Challenges and Opportunities of Developing a Curriculum in
   a Creative and Therapeutic Arts Undergraduate Degree Programme}},
Journal = {{INTERNATIONAL JOURNAL OF ART \& DESIGN EDUCATION}},
Year = {{2020}},
Volume = {{39}},
Number = {{1}},
Pages = {{98-112}},
Month = {{FEB}},
Abstract = {{This article reflects upon the process, the challenges and the
   opportunities realised in the recent revalidation activity of an
   undergraduate degree programme in Creative and Therapeutic Arts (CTA) in
   the UK. The premise of the revalidation activity and the historical
   context of the course are briefly encapsulated, before engaging with
   theoretical frameworks at the forefront of contemporary Participatory
   Arts practice. This includes an initial focus on the relevance of
   Critical Disability Studies to Participatory Arts education, followed by
   exploration of the contrasting approaches of Socially Engaged Art
   practice, Inclusive Arts practice, Participatory Arts practice, Arts in
   Health and Arts Therapies. The challenge of defining a diverse practice
   which draws from such contrasting perspectives is further explored in
   relation to the challenge of working on the boundary between artistic
   and therapeutic practice. Geographical context is considered, drawing
   from the Welsh evidence base to inform culturally relevant provision.
   Curriculum design is reviewed in relation to experiential learning and
   inclusive practice literature, as well as relevant higher education
   policies. Upon briefly summarising the revalidated curriculum, a
   critical discussion around the future of the training and the discipline
   more broadly is developed, considering the contribution of the critical
   review and focus groups facilitated as part of this revalidation
   activity. It is hoped that this discussion will further nurture and
   challenge educators, students and practitioners in this exciting area of
   evolving, contemporary practice.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pickard, B (Reprint Author), Univ South Wales, Treforest Campus, Pontypridd CF37 1DL, M Glam, Wales.
   Pickard, Beth, Univ South Wales, Treforest Campus, Pontypridd CF37 1DL, M Glam, Wales.}},
DOI = {{10.1111/jade.12226}},
ISSN = {{1476-8062}},
EISSN = {{1476-8070}},
Keywords = {{pedagogy; participatory art; higher education; inclusive practice;
   curriculum development; art and design}},
Keywords-Plus = {{DYSLEXIA; DESIGN; DISABILITY; EDUCATION; WORKING}},
Research-Areas = {{Art; Education \& Educational Research}},
Web-of-Science-Categories  = {{Art; Education \& Educational Research}},
Author-Email = {{beth.pickard@southwales.ac.uk}},
Cited-References = {{Alden S, 2011, INT J ART DES EDUC, V30, P81, DOI 10.1111/j.1476-8070.2011.01671.x.
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Number-of-Cited-References = {{72}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Art Des. Educ.}},
Doc-Delivery-Number = {{KJ6ZW}},
Unique-ID = {{ISI:000512209000008}},
DA = {{2020-03-18}},
}

@article{ ISI:000508468000007,
Author = {Parker, Laura R. and Monteith, Margo J. and South, Susan C.},
Title = {{Dehumanization, prejudice, and social policy beliefs concerning people
   with developmental disabilities}},
Journal = {{GROUP PROCESSES \& INTERGROUP RELATIONS}},
Year = {{2020}},
Volume = {{23}},
Number = {{2}},
Pages = {{262-284}},
Month = {{FEB}},
Abstract = {{We investigated the nature of prejudice toward people with developmental
   disabilities, its potential roots in dehumanization, its implications
   for social policy beliefs affecting this target group, and strategies
   for reducing prejudice toward people with developmental disabilities.
   Studies 1 (N = 196, MTurk) and 2 (N = 296, undergraduates) tested
   whether prejudice took a hostile or ambivalent (both hostile and
   benevolent components) form. Consistent support for a hostile prejudice
   model was found. This model was comprised of beliefs that people with
   developmental disabilities may harm others, should be kept separate from
   others, and are dependent on others. Also, greater dehumanization was
   associated with greater prejudice, and prejudice mediated the effect of
   dehumanization on participants' social policy beliefs. Study 3 (N = 151,
   MTurk) provided construct validity for the newly developed
   multidimensional measure of prejudice. Study 4 (N = 156, undergraduates)
   showed that presenting a person with developmental disabilities in
   either humanizing or individuating ways reduced dehumanization and
   prejudice and, in turn, increased the favorability of social policy
   beliefs.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Parker, LR (Reprint Author), Univ Houston Downtown, Dept Social Sci, One Main St, Houston, TX 77002 USA.
   Parker, Laura R.; Monteith, Margo J.; South, Susan C., Purdue Univ, W Lafayette, IN 47907 USA.}},
DOI = {{10.1177/1368430218809891}},
ISSN = {{1368-4302}},
EISSN = {{1461-7188}},
Keywords = {{dehumanization; developmental disability; prejudice; social policy
   beliefs}},
Keywords-Plus = {{DIFFERENTIATING HOSTILE; DOMINANCE ORIENTATION; AMBIVALENT SEXISM;
   CONTEMPORARY; COMPETENCE; PREDICTORS; INVENTORY; SUPPORT; SAMPLE}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Social}},
Author-Email = {{ParkerL@uhd.edu}},
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Number-of-Cited-References = {{51}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Group Process Intergroup Relat.}},
Doc-Delivery-Number = {{KE3OG}},
Unique-ID = {{ISI:000508468000007}},
DA = {{2020-03-18}},
}

@article{ ISI:000506232500002,
Author = {Gilmour, Allison F. and Henry, Gary T.},
Title = {{Who Are the Classmates of Students With Disabilities in Elementary
   Mathematics Classrooms?}},
Journal = {{REMEDIAL AND SPECIAL EDUCATION}},
Year = {{2020}},
Volume = {{41}},
Number = {{1}},
Pages = {{18-27}},
Month = {{FEB}},
Abstract = {{The Individuals with Disabilities Education Act stresses the importance
   of educating students with disabilities (SWDs) in the least restrictive
   environment, often with peers who do not have disabilities. Prior
   research has examined the extent to which SWDs are included in general
   education classrooms, but not the characteristics of the peers with whom
   SWDs are educated. We examined the math classmates of fourth- and
   fifth-grade SWDs from one state. On average, SWDs were grouped with
   twice as many other SWDs, about four per class, than students without
   disabilities. Students with learning disabilities had fewer peers with
   disabilities in their classrooms than students with other disabilities.
   Students with intellectual disabilities, autism, or emotional/behavioral
   disorders more often had peers with disabilities, often their same
   disability. Our results provide directions for future research regarding
   peer effects and understanding how schools group SWDs.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gilmour, AF (Reprint Author), Temple Univ, 1301 Cecil B Moore Ave,Ritter Hall 362, Philadelphia, PA 19122 USA.
   Gilmour, Allison F., Temple Univ, 1301 Cecil B Moore Ave,Ritter Hall 362, Philadelphia, PA 19122 USA.
   Henry, Gary T., Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.}},
DOI = {{10.1177/0741932518789493}},
ISSN = {{0741-9325}},
EISSN = {{1538-4756}},
Keywords = {{access to the general curriculum; inclusion; peers; elementary
   school(s); special education}},
Keywords-Plus = {{SPECIAL-EDUCATION; SCHOOL-STUDENTS; INCLUSION; DISPROPORTIONALITY;
   EFFICACY; POVERTY; MIDDLE; MATH}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{allison.gilmour@temple.edu}},
Cited-References = {{Argys LM, 1996, J POLICY ANAL MANAG, V15, P623, DOI 10.1002/(SICI)1520-6688(199623)15:4<623::AID-PAM7>3.0.CO;2-J.
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   Wei X, 2013, REM SPEC EDUC, V34, P154, DOI 10.1177/0741932512448253.}},
Number-of-Cited-References = {{36}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{5}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Remedial Spec. Educ.}},
Doc-Delivery-Number = {{KB0ZZ}},
Unique-ID = {{ISI:000506232500002}},
DA = {{2020-03-18}},
}

@article{ ISI:000505114600002,
Author = {Rood, Carrie E. and Ashby, Christine},
Title = {{Losing hope for change: socially just and disability studies in
   education educators' choice to leave public schools}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2020}},
Volume = {{24}},
Number = {{2}},
Pages = {{130-146}},
Month = {{JAN 28}},
Abstract = {{This paper highlights one key finding from a larger study where
   researchers utilised in-depth phenomenological interviews to explore the
   experiences and perspectives of public school teachers who espouse a
   disability studies in education (DSE) and social justice teaching
   identity. It specifically describes the relationship found between a
   lack of support for DSE teaching identities and educators' choice to
   leave public school teaching. It highlights how the lack of consistent
   and authentic administrative and institutional support for teachers
   underlying beliefs led the majority of the participants to feel
   increasingly isolated from their schools, and in their work as teachers.
   Thus, the paper describes the specific emotions and seclusion
   participants experienced in attempting to enact their commitments to
   DSE, which in turn exacerbated participants' understanding of their
   place in their particular school systems and in schooling more broadly.
   Finally, it describes participants' desires to leave public schooling
   and plans for continued DSE practice.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rood, CE (Reprint Author), SUNY Coll Cortland, Fdn \& Social Advocacy Dept, Cornish Hall,Room 1231, Cortland, NY 13045 USA.
   Rood, Carrie E., SUNY Coll Cortland, Fdn \& Social Advocacy Dept, Cornish Hall,Room 1231, Cortland, NY 13045 USA.
   Ashby, Christine, Syracuse Univ, Inst Commun \& Inclus, Teaching \& Leadership Dept, Syracuse, NY USA.}},
DOI = {{10.1080/13603116.2018.1452054}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Teacher retention; disability studies in education; teacher identity}},
Keywords-Plus = {{TEACHER NETWORKS; RESISTANCE; POLICY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{carrie.rood@cortland.edu}},
Cited-References = {{Achinstein B, 2006, HARVARD EDUC REV, V76, P30, DOI 10.17763/haer.76.1.e14543458r811864.
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   Mutua Kengada, 2008, VITAL QUESTIONS FACI, V2, P121.
   Oyler C., 2011, TEACH EDUC SPEC EDUC, V34, P201, DOI DOI 10.1177/0888406411406745.
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   Ritchie S, 2012, J TEACH EDUC, V63, P120, DOI 10.1177/0022487111428327.
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   Young Kathryn. S, 2008, DISABILITY POLITICS.}},
Number-of-Cited-References = {{43}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{JZ5AN}},
Unique-ID = {{ISI:000505114600002}},
DA = {{2020-03-18}},
}

@article{ ISI:000509334800002,
Author = {Abrams, Thomas and Adkins, Brent},
Title = {{Tragic Affirmation: Disability Beyond Optimism and Pessimism}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Abstract = {{Tragedy is a founding theme in disability studies. Critical disability
   studies have, since their inception, argued that understandings of
   disability as tragedy obscure the political dimensions of disability and
   are a barrier facing disabled persons in society. In this paper, we
   propose an affirmative understanding of tragedy, employing the
   philosophical works of Nietzsche, Spinoza and Hasana Sharp. Tragedy is
   not, we argue, something to be opposed by disability politics; we can
   affirm life within it. To make our case, we look to an ongoing
   ethnography of two Canadian children's rehabilitation clinics. Looking
   to the clinical experience of Canadian boys and young men diagnosed with
   Duchenne Muscular Dystrophy and those of their families, we show how
   this affirmative understanding of tragedy allows us to pursue the themes
   of disability politics within tragedy. Contrary to an optimism that
   would eschew tragedy at all costs or a pessimistic approach that
   declines to act in the face of tragic circumstance, we argue that a
   revised understanding of tragedy allows us to situate the
   occasionally-tragic clinical experience of disability in a philosophy of
   life. Both disability and tragedy point us to the shared entanglements
   that make life what it is.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Abrams, T (Reprint Author), Queens Univ, Sociol, D421 Mackintosh Corry Hall,99 Univ Ave, Kingston, ON K7L 3N6, Canada.
   Abrams, Thomas, Queens Univ, Sociol, D421 Mackintosh Corry Hall,99 Univ Ave, Kingston, ON K7L 3N6, Canada.
   Adkins, Brent, Roanoke Coll, Relig \& Philosophy, 321 Francis T West Hall,221 Coll Lane, Salem, VA 24153 USA.}},
DOI = {{10.1007/s10912-020-09612-y}},
Early Access Date = {{JAN 2020}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{Disability; Tragedy; Nietzsche; Spinoza; Rehabilitation; Muscular
   dystrophy}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{thomas.abrams@queensu.ca
   adkins@roanoke.edu}},
Cited-References = {{Braidotti R, 2013, POSTHUMAN.
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Number-of-Cited-References = {{26}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{KF6FE}},
Unique-ID = {{ISI:000509334800002}},
DA = {{2020-03-18}},
}

@article{ ISI:000508813300001,
Author = {Davies, Adam W. J. and Kenneally, Noah},
Title = {{Cripping the controversies: Ontario rights-based debates in sexuality
   education}},
Journal = {{SEX EDUCATION-SEXUALITY SOCIETY AND LEARNING}},
Abstract = {{Comprehensive sexuality education is increasingly being employed on a
   global scale, with controversies arising regarding the content of such
   education and the rights of children to access sexuality education
   versus parents' rights to decide the moral education of their children.
   In this paper, we utilise crip theory and a critical disability studies
   lens to analyse controversies surrounding parents' rights versus
   children's rights in the context of comprehensive sexuality education in
   Ontario, Canada. Using a disability studies perspective, this paper
   discusses the erasure of disabled children and youth in debates over
   children's and parents' rights while problematising the liberal humanist
   and legal frameworks often employed in comprehensive sexuality education
   and children's rights. As such, we theorise how a more relationally
   attuned version of both children's rights and comprehensive sexuality
   education can avoid oppositional politics and the reification of liberal
   humanist and ableist ideologies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Davies, AWJ (Reprint Author), Univ Guelph, Dept Family Relat \& Appl Nutr, Guelph, ON, Canada.
   Davies, Adam W. J., Univ Guelph, Dept Family Relat \& Appl Nutr, Guelph, ON, Canada.
   Kenneally, Noah, Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada.}},
DOI = {{10.1080/14681811.2020.1712549}},
Early Access Date = {{JAN 2020}},
ISSN = {{1468-1811}},
EISSN = {{1472-0825}},
Keywords = {{Sexuality education; comprehensive sexuality education; critical
   disability studies; crip theory; children's rights}},
Keywords-Plus = {{EARLY-CHILDHOOD EDUCATORS; SEX; DISABILITY; CURRICULUM; CHILDREN;
   POLITICS; PEOPLE}},
Research-Areas = {{Education \& Educational Research; Public, Environmental \& Occupational
   Health}},
Web-of-Science-Categories  = {{Education \& Educational Research; Public, Environmental \& Occupational
   Health}},
Author-Email = {{adam.davies@uoguelph.ca}},
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   World Health Organization, SEXUAL HLTH.}},
Number-of-Cited-References = {{99}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Sex Educ.-Sex. Soc. Learn.}},
Doc-Delivery-Number = {{KE8QH}},
Unique-ID = {{ISI:000508813300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000508290000001,
Author = {Macdonald, Stephen J. and Peacock, Donna and Cosgrove, Faye and Podd,
   Wendy},
Title = {{`The silence': examining the missing voices of disabled people in police
   custody}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{The role of the Appropriate Adult was established to protect the rights
   of suspects considered `vulnerable' due to a number of miscarriages of
   justice during the 1970s. Appropriate Adult services are now a legal
   requirement in England and Wales for detained adults with mental health
   issues, learning disabilities or difficulties who have been detained in
   police custody. The aim of this project was to evaluate the extent and
   involvement of disabled adults who are or have been in police custody.
   The study concludes by suggesting the application of a social model
   approach within police custody, to meet the needs of service users and
   to avoid any miscarriages of justice.Points of Interest Appropriate
   Adult services are now a legal requirement in England and Wales for
   adults detained in police custody who have mental health issues,
   learning disabilities or difficulties The research explores the role of
   Appropriate Adult schemes across England and Wales in protecting the
   rights of disabled people in custody. This study examines whether
   disabled people's voices are embraced in Appropriate Adult Schemes to
   improve services and to remove disabling barriers. This study discovered
   that service user voices were missing from every aspect of Appropriate
   Adult service provision. The findings suggest that in order to develop
   an effective criminal justice service for disabled people in custody,
   service user voices must be incorporated to develop a service which
   protects the rights of disabled people.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Macdonald, SJ (Reprint Author), Univ Sunderland, Sch Social Sci, Fac Educ \& Soc, Sunderland, England.
   Macdonald, Stephen J.; Peacock, Donna; Cosgrove, Faye; Podd, Wendy, Univ Sunderland, Sch Social Sci, Fac Educ \& Soc, Sunderland, England.}},
DOI = {{10.1080/09687599.2020.1712190}},
Early Access Date = {{JAN 2020}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Appropriate adult schemes; police custody; mental health issues;
   learning disabilities or difficulties; miscarriages of justice;
   disability studies}},
Keywords-Plus = {{LEARNING-DISABILITIES; PUBLIC INVOLVEMENT; APPROPRIATE ADULT; SERVICE
   USERS; CRIME; VULNERABILITY; OFFENDERS; PATIENT}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Stephen.j.macdonald@sunderland.ac.uk}},
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Number-of-Cited-References = {{51}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{KE0ZO}},
Unique-ID = {{ISI:000508290000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000506729100001,
Author = {Symeonidou, Simoni},
Title = {{Teacher education for inclusion and anti-oppressive curriculum
   development: innovative approaches informed by disability arts and
   narratives}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Abstract = {{This paper engages with the issue of teacher education for inclusion and
   particularly with the approach of employing disability arts and
   narratives of people with disabilities in university based courses for
   inclusion. It draws on three examples of anti-oppressive curricula that
   were developed as part of a graduate university module in Cyprus that
   encouraged student teachers to engage with disability arts and
   narratives in order to understand key ideas developed in disability
   studies and inclusive education. The three examples presented in this
   paper are representative of the three approaches all the participating
   student teachers followed, and indicate the strategies they used and the
   nature of the materials they chose. The discussion considers how these
   approaches can further inform teacher education for inclusion and how
   using disability arts and narratives can inform the discussion on other
   issues concerning teacher education of inclusion.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Symeonidou, S (Reprint Author), Univ Cyprus, Dept Educ, POB 20537, CY-1678 Nicosia, Cyprus.
   Symeonidou, Simoni, Univ Cyprus, Dept Educ, POB 20537, CY-1678 Nicosia, Cyprus.}},
DOI = {{10.1080/13603116.2020.1711819}},
Early Access Date = {{JAN 2020}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Teacher education for inclusion; anti-oppressive curriculum; disability
   arts and narratives; inclusive education; disability studies}},
Keywords-Plus = {{PREPARING TEACHERS; PROFESSIONAL-DEVELOPMENT; KNOWLEDGE; SCOTLAND; WORK;
   SEE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{symeonidou.simoni@ucy.ac.cy}},
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Number-of-Cited-References = {{35}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{KB8HE}},
Unique-ID = {{ISI:000506729100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000506278100001,
Author = {Saltes, Natasha},
Title = {{`It's all about student accessibility. No one ever talks about teacher
   accessibility': Examining ableist expectations in academia}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Abstract = {{Drawing from perspectives in critical disability studies, this article
   examines the teaching experiences of 9 disabled graduate students in
   Canada and the United States. Participants took between 2 and 6
   photographs that illustrated their experience teaching with a
   disability. Follow-up interviews were conducted to gather descriptive
   accounts of the meaning and significance of the photos. Thematic
   analysis was used to analyse the data and uncover the core themes of
   mobility, disclosure and teaching performance, accommodation, and
   careers goals. The findings shed new light on the barriers that graduate
   students with disabilities face navigating the dual role of learners and
   teachers. Data reveal that there are overt and tacit ableist
   expectations in academia about how those in a teaching role perform and
   carry out their duties. Participants in this study internalised these
   ableist expectations and believed that an academic career was an
   unlikely career option.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Saltes, N (Reprint Author), Univ Ottawa, Dept Commun, Ottawa, ON, Canada.
   Saltes, Natasha, Univ Ottawa, Dept Commun, Ottawa, ON, Canada.}},
DOI = {{10.1080/13603116.2020.1712483}},
Early Access Date = {{JAN 2020}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Graduate students; disability; teaching accessibility; disabled
   academics; disability accommodation; ableism}},
Keywords-Plus = {{LIVED EXPERIENCE; DISABILITY; PEOPLE; PHOTOVOICE; EDUCATION; POLITICS;
   SPACE; DEAF}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{nsaltes@uottawa.ca}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC)}},
Funding-Text = {{This work was supported by the Social Sciences and Humanities Research
   Council of Canada.}},
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   Smith DH, 2015, DISABIL SOC, V30, P1521, DOI 10.1080/09687599.2015.1113160.
   Stanley N, 2011, DISABIL SOC, V26, P19, DOI 10.1080/09687599.2011.529663.
   Stone SD, 2013, SOC THEOR HEALTH, V11, P151, DOI 10.1057/sth.2013.1.
   Strnadova I, 2015, INT J INCLUSIVE EDUC, V19, P1080, DOI 10.1080/13603116.2015.1037868.
   Titchkosky T., 2011, QUESTION ACCESS DISA.
   Tremain S, 2008, J BIOETHIC INQ, V5, P101, DOI 10.1007/s11673-008-9105-6.
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   Waterfield B, 2018, DISABIL SOC, V33, P327, DOI 10.1080/09687599.2017.1411251.
   Woodcock K, 2007, HIGH EDUC, V53, P359, DOI 10.1007/s10734-005-2428-x.}},
Number-of-Cited-References = {{68}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{KB1RK}},
Unique-ID = {{ISI:000506278100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000505117500003,
Author = {Sverrisdottir, Anna Bjork and Johannesson, Ingolfur Asgeir},
Title = {{Medical approach and ableism versus a human rights vision: discourse
   analysis of upper secondary education policy documents in Iceland}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2020}},
Volume = {{24}},
Number = {{1}},
Pages = {{33-49}},
Month = {{JAN 2}},
Abstract = {{Trends towards inclusive education have informed educational policy
   worldwide although the term is still controversial, and the
   implementation disputed. In this article, we focus on the discourse in
   policy documents relating to students within upper secondary schools in
   Iceland, both at the national level and in selected upper secondary
   schools. The study is situated within the Disability Studies in
   Education paradigm. A six-step historical discourse analysis was applied
   when analysing official documents. Findings indicate different
   legitimating principles in the discourse: on the one hand, a medical
   approach to determine students' abilities in conjuncture with an ableist
   approach and, on the other hand, a human rights vision which is
   intolerant of the ableist approach. The findings also suggest that texts
   present students in general as having every potential to become strong,
   independent and accountable individuals; while, conversely, texts
   concerning the education of students labelled as disabled tend to
   present them as individuals with low self-esteem and with special needs.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sverrisdottir, AB (Reprint Author), Univ Iceland, Sch Educ, IS-105 Reykjavik, Iceland.
   Sverrisdottir, Anna Bjork, Univ Iceland, Sch Educ, IS-105 Reykjavik, Iceland.
   Johannesson, Ingolfur Asgeir, Univ Iceland, Sch Educ, Educ, Reykjavik, Iceland.}},
DOI = {{10.1080/13603116.2018.1449905}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Historical discourse analysis; upper secondary school; inclusive
   education; support; intellectual disabilities}},
Keywords-Plus = {{INCLUSIVE EDUCATION; DISABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{abs@hi.is}},
ORCID-Numbers = {{Sverrisdottir, Anna Bjork/0000-0002-7813-7088
   Johannesson, Ingolfur Asgeir/0000-0002-8212-5944}},
Funding-Acknowledgement = {{NordForsk {[}57741]; Anniversary Fund of University of Iceland}},
Funding-Text = {{This work was supported by NordForsk {[}grant number 57741] and
   Anniversary Fund of University of Iceland.}},
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   Willig C., 2013, INTRO QUALITATIVE RE.}},
Number-of-Cited-References = {{45}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{10}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{JZ5BQ}},
Unique-ID = {{ISI:000505117500003}},
DA = {{2020-03-18}},
}

@article{ ISI:000501029300003,
Author = {Carlson, Susan Anne},
Title = {{The Impact of Clinical Depression on Charlotte Bronte's Villette}},
Journal = {{BRONTE STUDIES}},
Year = {{2020}},
Volume = {{45}},
Number = {{1}},
Pages = {{13-26}},
Month = {{JAN 2}},
Abstract = {{Charlotte Bronte's clinical depression influenced her process of writing
   Villette, her subject matter and the construction of the novel's
   narrator, Lucy Snowe. When Charlotte wrote Villette, she described her
   own mental disability through the character of Lucy Snowe. Using the
   perspective of disability studies, this article interprets Lucy as a
   narrator who shows clear signs of mental illness, suffers a breakdown
   and then navigates a world in which her depression must remain a secret.
   Charlotte Bronte saw Lucy Snowe as the culmination of her worst fears: a
   woman who could not escape her own damaged self.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Carlson, SA (Reprint Author), Pittsburg State Univ, English, Pittsburg, KS 66762 USA.
   Carlson, Susan Anne, Pittsburg State Univ, English, Pittsburg, KS 66762 USA.}},
DOI = {{10.1080/14748932.2020.1675399}},
ISSN = {{1474-8932}},
EISSN = {{1745-8226}},
Keywords = {{Charlotte Bronte; clinical depression; Villette}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, British Isles}},
Author-Email = {{scarlson@pittstate.edu}},
Cited-References = {{Ackroyd Peter, 1990, DICKENS, P514.
   Aguirre Blaise A., 2008, DEPRESSION BIOGRAPHI, P34.
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   Marin I, 2014, BRONTE STUD, V39, P42, DOI 10.1179/1474893213Z.00000000094.
   Murray Piper, 2000, VICTORIAN REV, V26, P24.
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   Smith Margaret, 2004, LETT C BRONTTE, VThree, P28.}},
Number-of-Cited-References = {{27}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Bronte Stud.}},
Doc-Delivery-Number = {{JT5KT}},
Unique-ID = {{ISI:000501029300003}},
DA = {{2020-03-18}},
}

@article{ ISI:000515111400003,
Author = {Jones, Eleanor K.},
Title = {{TROUBLED TIMES: DISABILITY, SEXUALITY AND FUTURITY IN MOZAMBICAN,
   UGANDAN AND ZIMBABWEAN POLITICAL CULTURES}},
Journal = {{FORUM FOR MODERN LANGUAGE STUDIES}},
Year = {{2020}},
Volume = {{56}},
Number = {{1}},
Pages = {{21-38}},
Month = {{JAN}},
Abstract = {{Since the earliest days of European expansionism, Africa has held a dual
   place in the Western imaginary, cast as a space of futurelessness even
   as white futurities were predicated on its exploitation. Appropriations
   of the future have persisted post-liberation, revealed in the divestment
   of futurity from bodies marked as queer or disabled. Drawing on
   historical moments and literary texts from Mozambique, Uganda and
   Zimbabwe, and on insights from queer theory, critical race theory and
   disability studies, I seek to demonstrate that the logics of white
   supremacy can be seen at work in these mechanisms of exclusion, even
   where whiteness itself is displaced - but that literary invocation of
   queerness and disability can thus be used to mobilize critique of this
   continuity. In centring the circumscription of futurity at the heart of
   colonialism, heteronormativity and ableism, then, I underscore the
   critical value of reading these as reciprocal and inextricable systems
   of power.}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jones, EK (Reprint Author), Univ Southampton, Dept Modern Languages \& Linguist, Ave Campus, Southampton SO17 1BF, Hants, England.
   Jones, Eleanor K., Univ Southampton, Dept Modern Languages \& Linguist, Ave Campus, Southampton SO17 1BF, Hants, England.}},
DOI = {{10.1093/fmls/cqz054}},
ISSN = {{0015-8518}},
EISSN = {{1471-6860}},
Keywords = {{disability; race; sexuality; futurity; white supremacy; colonialism;
   postcoloniality; Mozambique; Uganda; Zimbabwe; Ungulani Ba Ka Khosa;
   NoViolet Bulawayo; Jennifer Nansubuga Makumbi}},
Keywords-Plus = {{QUEER}},
Research-Areas = {{Linguistics; Literature}},
Web-of-Science-Categories  = {{Language \& Linguistics; Literature}},
Author-Email = {{e.k.jones@soton.ac.uk}},
Cited-References = {{Achebe Chinua, 1977, MASSACHUSETTS REV, V18.
   ACHENBACH CJ, 2011, IMAGE AFRICA, V25, P691, DOI DOI 10.1097/QAD.0B013E3283437F77.
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   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   Khosa Ungulani Ba Ka, 2013, ENTRE MEMORIAS SILEN.
   Kizito K, 2017, SURVEILL SOC, V15, P567.
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   Marmelo, 1975, TEMPO, P27.
   Marmelo Antonio, 1981, TEMPO, P18.
   Masakure C, 2016, S AFR HIST J, V68, P92, DOI 10.1080/02582473.2015.1118880.
   Mbembe Achille, 2017, CRITIQUE BLACK REASO, P13.
   Mbembe Achille, 2001, POSTCOLONY, P3.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   Meneses Maria Paula, 2015, REV CRITICA CIENCIAS, V106.
   Moraga C., 1981, THIS BRIDGE CALLED M.
   Mudimbe V. Y., 1988, INVENTION AFRICA GNO.
   Mudiwa Rudo, 2016, AFRICA IS A COUNTRY.
   Mugabe Robert, 1983, COMMUNICATION   0418.
   Mugabe Robert, 1980, LIBERATION PARTICIPA, P2.
   Muhanga Margaret, 2009, NEW VISION.
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   Munoz Jose Esteban, 2009, CRUISING UTOPIA THER, P95.
   Murambadoro R, 2015, AFR J CONFL RESOLUT, V15, P33.
   Ndlovu-Gatsheni SJ, 2012, AFR STUD REV, V55, P1, DOI 10.1017/S0002020600007186.
   Olupot Milton, 2009, NEW VISION.
   Pickens Theri Alyce, 2019, BLACK MADNESS MAD BL.
   Quayson Ato, 2003, CALIBRATIONS READING, P107.
   Sadgrove J, 2012, J MOD AFR STUD, V50, P103, DOI 10.1017/S0022278X11000620.
   Samuels Ellen, 2014, FANTASIES IDENTIFICA.
   Sandahl C, 2003, GLQ-J LESBIAN GAY ST, V9, P25, DOI 10.1215/10642684-9-1-2-25.
   Sekanjako Henry, 2014, NEW VISION.
   Sherry M, 2004, DISABIL SOC, V19, P769, DOI 10.1080/0968759042000284231.
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   Tamale Sylvia, 2003, FEMINIST AFRICA, V2.
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   Vambe Maurice, 2008, HIDDEN DIMENSIONS OP.
   Wassajja Nicholas, 2018, NEW VISION.}},
Number-of-Cited-References = {{70}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Forum Mod. Lang. Stud.}},
Doc-Delivery-Number = {{KN8QZ}},
Unique-ID = {{ISI:000515111400003}},
DA = {{2020-03-18}},
}

@article{ ISI:000504225600039,
Author = {Jokinen, Hanna and Koikkalainen, Juha and Laakso, Hanna M. and Melkas,
   Susanna and Nieminen, Tuomas and Brander, Antti and Korvenoja, Antti and
   Rueckert, Daniel and Barkhof, Frederik and Scheltens, Philip and
   Schmidt, Reinhold and Fazekas, Franz and Madureira, Sofia and Verdelho,
   Ana and Wallin, Anders and Wahlund, Lars-Olof and Waldemar, Gunhild and
   Chabriat, Hugues and Hennerici, Michael and O'Brien, John and Inzitari,
   Domenico and Lotjonen, Jyrki and Pantoni, Leonardo and Erkinjuntti, Timo},
Title = {{Global Burden of Small Vessel Disease-Related Brain Changes on MRI
   Predicts Cognitive and Functional Decline}},
Journal = {{STROKE}},
Year = {{2020}},
Volume = {{51}},
Number = {{1}},
Pages = {{170-178}},
Month = {{JAN}},
Abstract = {{Background and Purpose- Cerebral small vessel disease is characterized
   by a wide range of focal and global brain changes. We used a magnetic
   resonance imaging segmentation tool to quantify multiple types of small
   vessel disease-related brain changes and examined their individual and
   combined predictive value on cognitive and functional abilities.
   Methods- Magnetic resonance imaging scans of 560 older individuals from
   LADIS (Leukoaraiosis and Disability Study) were analyzed using automated
   atlas- and convolutional neural network-based segmentation methods
   yielding volumetric measures of white matter hyperintensities, lacunes,
   enlarged perivascular spaces, chronic cortical infarcts, and global and
   regional brain atrophy. The subjects were followed up with annual
   neuropsychological examinations for 3 years and evaluation of
   instrumental activities of daily living for 7 years. Results- The
   strongest predictors of cognitive performance and functional outcome
   over time were the total volumes of white matter hyperintensities, gray
   matter, and hippocampi (P<0.001 for global cognitive function,
   processing speed, executive functions, and memory and P<0.001 for poor
   functional outcome). Volumes of lacunes, enlarged perivascular spaces,
   and cortical infarcts were significantly associated with part of the
   outcome measures, but their contribution was weaker. In a multivariable
   linear mixed model, volumes of white matter hyperintensities, lacunes,
   gray matter, and hippocampi remained as independent predictors of
   cognitive impairment. A combined measure of these markers based on Z
   scores strongly predicted cognitive and functional outcomes (P<0.001)
   even above the contribution of the individual brain changes.
   Conclusions- Global burden of small vessel disease-related brain changes
   as quantified by an image segmentation tool is a powerful predictor of
   long-term cognitive decline and functional disability. A combined
   measure of white matter hyperintensities, lacunar, gray matter, and
   hippocampal volumes could be used as an imaging marker associated with
   vascular cognitive impairment.}},
Publisher = {{LIPPINCOTT WILLIAMS \& WILKINS}},
Address = {{TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jokinen, H (Reprint Author), Helsinki Univ Hosp, Neuroctr, POB 302, Helsinki 00029, Finland.
   Jokinen, Hanna; Laakso, Hanna M.; Melkas, Susanna; Erkinjuntti, Timo, Univ Helsinki, Clin Neurosci, Neurol, Helsinki, Finland.
   Jokinen, Hanna; Laakso, Hanna M.; Melkas, Susanna; Korvenoja, Antti; Erkinjuntti, Timo, Helsinki Univ Hosp, Helsinki, Finland.
   Jokinen, Hanna; Laakso, Hanna M., Univ Helsinki, Dept Psychol \& Logoped, Fac Med, Helsinki, Finland.
   Korvenoja, Antti, Univ Helsinki, Radiol, Med Imaging Ctr, Helsinki, Finland.
   Koikkalainen, Juha; Nieminen, Tuomas; Lotjonen, Jyrki, Combinost Ltd, Tampere, Finland.
   Koikkalainen, Juha; Lotjonen, Jyrki, VTT Tech Res Ctr Finland, Tampere, Finland.
   Koikkalainen, Juha, Univ Eastern Finland, Fac Hlth Sci, Tampere, Finland.
   Brander, Antti, Tampere Univ Hosp, Med Imaging Ctr, Dept Radiol, Tampere, Finland.
   Rueckert, Daniel, Imperial Coll London, Dept Comp, Biomed Image Anal Grp, London, England.
   Barkhof, Frederik, Vrije Univ Amsterdam Med Ctr, Dept Radiol \& Nucl Med, Neurosci Campus Amsterdam, Amsterdam, Netherlands.
   Scheltens, Philip, Vrije Univ Amsterdam Med Ctr, Alzheimer Ctr, Neurosci Campus Amsterdam, Amsterdam, Netherlands.
   Scheltens, Philip, Vrije Univ Amsterdam Med Ctr, Dept Neurol, Neurosci Campus Amsterdam, Amsterdam, Netherlands.
   Barkhof, Frederik, UCL, Inst Neurol \& Healthcare Engn, London, England.
   Barkhof, Frederik, UCL, NIHR Biomed Res Ctr Univ Coll London Hosp NHS Fdn, London, England.
   Schmidt, Reinhold; Fazekas, Franz, Med Univ Graz, Dept Neurol, Graz, Austria.
   Madureira, Sofia; Verdelho, Ana, Univ Lisbon, Santa Maria Hosp, Dept Neurosci, Lisbon, Portugal.
   Wallin, Anders, Univ Gothenburg, Sahlgrenska Acad, Inst Neurosci \& Physiol, Sect Psychiat \& Neurochem, Gothenburg, Sweden.
   Wahlund, Lars-Olof, Karolinska Inst, Dept Neurobiol Care Sci \& Soc, Div Clin Geriatr, Stockholm, Sweden.
   Waldemar, Gunhild, Univ Copenhagen, Rigshosp, Danish Dementia Res Ctr, Dept Neurol, Copenhagen, Denmark.
   Chabriat, Hugues, Hop Lariboisiere, AP HP, Dept Neurol, Paris, France.
   Chabriat, Hugues, Univ Paris 07, DHU NeuroVasc, INSERM U1161, Paris, France.
   Hennerici, Michael, Heidelberg Univ, Med Fac Mannheim, Heidelberg, Germany.
   O'Brien, John, Univ Cambridge, Dept Psychiat, Cambridge, England.
   Inzitari, Domenico, Univ Florence, Italian Natl Res Council, Inst Neurosci, Florence, Italy.
   Inzitari, Domenico, Univ Florence, Dept NEUROFARBA, Florence, Italy.
   Lotjonen, Jyrki, Aalto Univ, Sch Sci, Dept Neurosci \& Biomed Engn, Aalto, Finland.
   Pantoni, Leonardo, Univ Milan, L Sacco Dept Biomed \& Clin Sci, Milan, Italy.}},
DOI = {{10.1161/STROKEAHA.119.026170}},
ISSN = {{0039-2499}},
EISSN = {{1524-4628}},
Keywords = {{brain; cerebral small vessel diseases; humans; image processing;
   computer assisted; neuropsychology}},
Keywords-Plus = {{WHITE-MATTER HYPERINTENSITIES; LACUNAR INFARCTS; ATROPHY; LEUKOARAIOSIS;
   PROGRESSION; DISABILITY; ADULTS; IMPACT; LADIS}},
Research-Areas = {{Neurosciences \& Neurology; Cardiovascular System \& Cardiology}},
Web-of-Science-Categories  = {{Clinical Neurology; Peripheral Vascular Disease}},
Author-Email = {{hanna.jokinen@helsinki.fi}},
ResearcherID-Numbers = {{Korvenoja, Antti/C-2292-2009
   }},
ORCID-Numbers = {{Korvenoja, Antti/0000-0003-4348-0449
   Melkas, Susanna/0000-0003-0564-9637
   Jokinen, Hanna/0000-0001-7889-1120}},
Funding-Acknowledgement = {{European UnionEuropean Union (EU) {[}QLRT-2000-00446]; European Union
   Seventh Framework Programme for research, technological development, and
   demonstrationEuropean Union (EU) {[}611005, 601055]; Tekes-the Finnish
   Funding Agency for Technology and InnovationFinnish Funding Agency for
   Technology \& Innovation (TEKES) {[}4171/31/2017]}},
Funding-Text = {{LADIS (Leukoaraiosis and Disability Study) was supported by the European
   Union (grant QLRT-2000-00446). This work has received funding from the
   European Union Seventh Framework Programme for research, technological
   development, and demonstration under grant agreement No. 611005
   (PredictND) and 601055 (VPH-DARE@IT), and Tekes-the Finnish Funding
   Agency for Technology and Innovation (4171/31/2017 DeepBrain project).}},
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Number-of-Cited-References = {{27}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Stroke}},
Doc-Delivery-Number = {{JY2BK}},
Unique-ID = {{ISI:000504225600039}},
OA = {{Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000504185700004,
Author = {Mladenov, Teodor},
Title = {{Performativity and the Disability Category: Solving The Zero Theorem}},
Journal = {{CRITICAL SOCIOLOGY}},
Year = {{2020}},
Volume = {{46}},
Number = {{1}},
Pages = {{51-64}},
Month = {{JAN}},
Abstract = {{This article explores critically the relationship between capitalist
   performativity and the disability category. It draws on Jean-Francois
   Lyotard's analysis of postmodernity to define `performativity' as the
   principle of performance enhancement governing the world of contemporary
   techno-capitalism. The analysis then traces the historical development
   of the disability category in the 20th and 21st centuries and explains
   its complex interlinking with performativity. Special attention is paid
   to the impact of neoliberalism since the 1980s that includes both the
   disability category's administrative shrinking and its market-based
   expansion. These theoretical and historical reflections are supplemented
   by a reading of Terry Gilliam's movie The Zero Theorem. The conclusion
   discusses some possibilities for resisting performativity, suggested by
   the disability studies perspective espoused in the article.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mladenov, T (Reprint Author), Univ Dundee, Sch Educ \& Social Work, Old Med Sch, Dundee DD1 4HN, Scotland.
   Mladenov, Teodor, Univ Dundee, Sch Educ \& Social Work, Dundee, Scotland.}},
DOI = {{10.1177/0896920518796904}},
ISSN = {{0896-9205}},
EISSN = {{1569-1632}},
Keywords = {{capitalism; disability studies; Jean-Francois Lyotard; neoliberalism;
   performativity; postmodernity; technology; Terry Gilliam}},
Keywords-Plus = {{AUSTERITY}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{teomladenov@gmail.com}},
ORCID-Numbers = {{Mladenov, Teodor/0000-0002-0623-7952}},
Funding-Acknowledgement = {{European UnionEuropean Union (EU) {[}747027]}},
Funding-Text = {{This project has received funding from the European Union's Horizon 2020
   research and innovation programme under the Marie Sklodowska-Curie grant
   agreement No 747027. This document reflects only the author's view. The
   Research Executive Agency of the European Commission is not responsible
   for any use that may be made of the information it contains.}},
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Number-of-Cited-References = {{42}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Crit. Sociol.}},
Doc-Delivery-Number = {{JY1ME}},
Unique-ID = {{ISI:000504185700004}},
OA = {{Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000503899800001,
Author = {Monforte, Javier and Smith, Brett and Perez-Samaniego, Victor},
Title = {{`It's not a part of me, but it is what it is': the struggle of becoming
   en-wheeled after spinal cord injury}},
Journal = {{DISABILITY AND REHABILITATION}},
Abstract = {{Purpose: Many people who experience spinal cord injury become long-term
   wheelchair users. This article addresses the process of becoming
   en-wheeled through the case example of a disabled man called Patrick.
   Design: An intrinsic case study informed by posthumanist developments
   was used. Within this design, Patrick and his manual wheelchair were the
   entangled participants of the inquiry. Methods: Interviews and fieldwork
   observation with Patrick were conducted. Qualitative data were analysed
   using the posthumanist notion of `assemblages'. Results: The results
   illuminate Patrick's struggle of negotiating a new embodied selfhood
   that includes the wheelchair. Patrick engaged in ableist rehabilitation
   after spinal cord injury to recuperate the capacity to walk and break
   his connection with the wheelchair. After extensive treatment of his
   body, he reluctantly assumed his cyborg or posthuman condition.
   Conclusion: The analysis and discussion resulted in a theoretical frame
   that presents the notions of humanist and posthumanist enwheelment as
   two directions of a continuum. The paper offers a useful tool for
   understanding and addressing enwheelment plus other cyborgification
   processes. We advocate for its acceptance into the disability studies
   and rehabilitation practice repertoire.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Perez-Samaniego, V (Reprint Author), Univ Valencia, Dept Educ Fis \& Esport, Fac Ciencies Act Fis \& Esport, C Gasco Oliag 3, Valencia 46021, Spain.
   Monforte, Javier; Smith, Brett, Univ Durham, Dept Sport \& Exercise Sci, Durham, England.
   Perez-Samaniego, Victor, Univ Valencia, Dept Educ Fis \& Esport, Fac Ciencies Act Fis \& Esport, C Gasco Oliag 3, Valencia 46021, Spain.}},
DOI = {{10.1080/09638288.2019.1702725}},
Early Access Date = {{DEC 2019}},
ISSN = {{0963-8288}},
EISSN = {{1464-5165}},
Keywords = {{Assistive technology; wheelchair use; cyborgification; humanism;
   posthuman disability studies; assemblages; connectivity}},
Keywords-Plus = {{DISABILITY; CYBORG; WHEELCHAIR; MATERIALITIES; CONNECTIVITY; CARE}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{victor.m.perez@uv.es}},
ResearcherID-Numbers = {{Perez-Samaniego, Victor/G-1292-2016
   }},
ORCID-Numbers = {{Monforte, Javier/0000-0002-0909-0271
   Perez-samaniego, victor/0000-0001-9538-3793}},
Funding-Acknowledgement = {{Generalitat ValencianaGeneralitat Valenciana {[}ACIF/2016/391,
   2018/7758]; Ministerio de Economia y CompetitividadSpanish Government
   {[}DEP2015-69,692-P]}},
Funding-Text = {{This work was supported by the Generalitat Valenciana under a VALi+d
   contract {[}grant number ACIF/2016/391] and BEST I+D+i grant
   {[}2018/7758], as well as the Ministerio de Economia y Competitividad
   {[}DEP2015-69,692-P].}},
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Number-of-Cited-References = {{51}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Rehabil.}},
Doc-Delivery-Number = {{JX7GW}},
Unique-ID = {{ISI:000503899800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000504816000001,
Author = {Flynn, Susan},
Title = {{Exploring internal critique: theoretically developed critical commentary
   on the Self-Appraisal of critical disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{This article presents theoretically developed critical commentary as an
   intervention into existing debates about the self-appraisal of Critical
   Disability Studies (CDS). CDS deploys critique, not just outwardly,
   toward questions about the nature of dis/ability, able-bodiedness and
   existing theoretical responses, but also inwardly, toward questions
   about the veracity of its own conventions. The proposition is that the
   distinct epistemological and intellectual ambience of CDS provides an
   environment conducive to productive critical self-appraisal. It is
   further argued that the culture and form of internal critique in CDS may
   be better capitalised upon, or productively repurposed back into wider
   disability studies, to attend to some of the internal tensions and
   contradictions evident there. In making its case, the paper also
   explores the speculative boundaries between wider disability studies and
   CDS. Points of interest This article looks at how critical disability
   studies and wider disability studies are different. The article looks at
   how critical disability studies questions not only how other approaches
   respond to disability, but also how well its own approach is working.
   The article suggests that the particular way in which critical
   disability studies questions itself is very beneficial but is also not
   used to its full potential. The specific type of self-questioning in
   critical disability studies may also be helpful to use in broader
   disability studies to overcome some of the problems encountered there.
   The article suggests that, in order for self-questioning to work well, a
   particular context is also required.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Flynn, S (Reprint Author), Univ Dublin, Sch Social Work \& Social Policy, Social Work, Trinity Coll Dublin, Dublin, Ireland.
   Flynn, Susan, Univ Dublin, Sch Social Work \& Social Policy, Social Work, Trinity Coll Dublin, Dublin, Ireland.}},
DOI = {{10.1080/09687599.2019.1702508}},
Early Access Date = {{DEC 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Critical disability studies; critique; self; self-reflexivity}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Flynnsusan437@gmail.com}},
ResearcherID-Numbers = {{Flynn, Susan/AAG-4169-2020}},
ORCID-Numbers = {{Flynn, Susan/0000-0002-2807-0866}},
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Number-of-Cited-References = {{50}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{JZ0TE}},
Unique-ID = {{ISI:000504816000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000504741900001,
Author = {Raudaskoski, Pirkko and Klemmensen, Charlotte Marie Bisgaard},
Title = {{The Entanglements of Affect and Participation}},
Journal = {{FRONTIERS IN PSYCHOLOGY}},
Year = {{2019}},
Volume = {{10}},
Month = {{DEC 13}},
Abstract = {{The purpose of the article is to elaborate on the scholarly debate on
   affect. We consider the site of affect to be the activities of embodied,
   socioculturally and spatially situated participants: ``Affective
   activity is a form of social practice{''} (Wetherell, 2015, p. 147). By
   studying affect as a social phenomenon, we treat affect as a social
   ontology. Social practices are constituted through participation in
   social interaction, which makes it possible to study affect empirically.
   Moreover, we suggest that to consider affect a social ontology connects
   affect to agency. We regard affect as a participants' phenomenon where
   emotions and knowledge are not separated, i.e., as a social
   epistemology. To capture the complexity of affective activity, the study
   of situated participation requires video data. We collected data at a
   center for persons with acquired brain injury (ABI), which highlights
   research ethics. The International Classification of Functioning,
   Disability and Health (ICF) framework defines participation as
   involvement in life situations. ICF focuses on two broader perspectives:
   the body and the individual in society. We turn ICF's abstract societal
   perspective on participation to meaningful local accomplishments in
   lived social practices. Our focus is, in line with a critical social
   ontology in disability studies, on how-ability, the communicative
   abilities of the residents (Hughes, 2007). To get closer to life
   situations as they unfold, we analyze participation in its details as
   embodied actions during activities in the material environment of the
   center. To conclude, we demonstrate a resident's competent participation
   in an occupational therapy session through a fine-grained analysis of
   affective activity. Interaction, practices, and phenomena are complex
   theoretical and practical issues. In the analysis of the encounters as
   complex multimodal and -sensorial situations, we use an extended version
   of ethnomethodological conversation analysis (EMCA) that incorporates
   the body and material environment with the interconnectedness of
   interactional episodes. To do this, we enlarge the scope of analysis
   from the complexity of local occasions of affective activity to
   connections between consecutive affective entanglements. In the
   indicated work we draw on theoretical (lamination) and methodological
   (nexus analysis) suggestions in order to best pursue the sociocultural
   nature of situated interactions.}},
Publisher = {{FRONTIERS MEDIA SA}},
Address = {{AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Raudaskoski, P (Reprint Author), Aalborg Univ, Dept Commun \& Psychol, Aalborg, Denmark.
   Raudaskoski, Pirkko; Klemmensen, Charlotte Marie Bisgaard, Aalborg Univ, Dept Commun \& Psychol, Aalborg, Denmark.}},
DOI = {{10.3389/fpsyg.2019.02815}},
Article-Number = {{2815}},
ISSN = {{1664-1078}},
Keywords = {{affect; emergence; disability; participation; relationality; social
   practice}},
Keywords-Plus = {{DISCOURSE}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary}},
Author-Email = {{pirkko@hum.aau.dk}},
ORCID-Numbers = {{Klemmensen, Charlotte Marie Bisgaard/0000-0002-7213-6893}},
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Number-of-Cited-References = {{70}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Front. Psychol.}},
Doc-Delivery-Number = {{JY9QZ}},
Unique-ID = {{ISI:000504741900001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000513837600010,
Author = {Lillywhite, Aspen and Wolbring, Gregor},
Title = {{Undergraduate Disabled Students as Knowledge Producers including
   Researchers: A Missed Topic in Academic Literature}},
Journal = {{EDUCATION SCIENCES}},
Year = {{2019}},
Volume = {{9}},
Number = {{4}},
Month = {{DEC}},
Abstract = {{Research experience is beneficial for undergraduate students for many
   reasons. For example, it is argued in academic literature and in reports
   produced by various organizations that engage with science, technology,
   engineering and math (STEM) education and science education that
   undergraduate research experience increases the graduation rate in STEM
   disciplines as well as the amount of students thinking about STEM
   careers. As such, being researchers should also be of benefit to
   undergraduate disabled students in all disciplines including STEM
   education. However, given that undergraduate disabled students encounter
   many problems within post-secondary education, including STEM education,
   undergraduate disabled students might encounter problems in becoming
   researchers. Policies are to be guided by knowledge and evidence.
   However, knowledge and evidence deficits exist in relation to the lived
   experience of disabled people. Undergraduate disabled students could
   decrease the knowledge deficit as researchers and knowledge producers.
   The numbers of disabled academic faculty are judged as being too low and
   efforts are under way to increase the number of disabled academics.
   Increasing the number of undergraduate disabled researchers might
   increase the available pool of disabled students that pursue an academic
   career. Given the important role research performed by undergraduate
   disabled students can play and given that many studies highlight
   problems for disabled students in post-secondary education in general,
   we used a scoping review approach to investigate the coverage of
   undergraduate disabled students as knowledge producers, including as
   researchers, in the academic literature. Using various search
   strategies, we obtained 1299 initial hits. However, only 15 had relevant
   content. No study investigated how undergraduate disabled students
   select their research topics or how they are enticed to pursue research
   projects outside of a course-based framework. No study looked at the
   linkage between being an undergraduate disabled researcher and career
   choices or using the obtained research skills on the undergraduate level
   in one's role as a community member after graduation. Our findings
   suggest an opportunity for many fields, ranging from disability studies
   to STEM education, to generate more empirical data and conceptual work
   on the role of undergraduate disabled students as knowledge producers
   including as researchers. Such studies could help to increase the
   numbers of undergraduate disabled students as knowledge producers,
   including researchers, which in turn could help to increase (a) the
   number of disabled academics, (b) the number of disabled students who
   perform research in the community after graduation, (c) the degree
   success of disabled students and (d) the knowledge available on the
   social situation of disabled people.}},
Publisher = {{MDPI}},
Address = {{ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wolbring, G (Reprint Author), Univ Calgary, Cumming Sch Med, Dept Community Hlth Sci, Community Rehabil \& Disabil Studies, Calgary, AB T2N 4N1, Canada.
   Lillywhite, Aspen; Wolbring, Gregor, Univ Calgary, Cumming Sch Med, Dept Community Hlth Sci, Community Rehabil \& Disabil Studies, Calgary, AB T2N 4N1, Canada.}},
DOI = {{10.3390/educsci9040259}},
Article-Number = {{259}},
EISSN = {{2227-7102}},
Keywords = {{knowledge production; students with disabilities; disabled students;
   undergraduates; governance; role; identity; career; research; researcher}},
Keywords-Plus = {{HIGH-SCHOOL; COLLEGE-STUDENTS; HIGHER-EDUCATION; CAREER CHOICES;
   SELF-EFFICACY; POSTSECONDARY EDUCATION; DEMOCRATIZING SCIENCE;
   SCIENTIFIC-KNOWLEDGE; DECISION-MAKING; DISABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{aspen.lillywhite1@ucalgary.ca
   gwolbrin@ucalgary.ca}},
Funding-Acknowledgement = {{Government of Canada; Canadian Institutes of Health ResearchCanadian
   Institutes of Health Research (CIHR); Institute of Neurosciences, Mental
   Health and Addiction {[}ERN 155204]; ERA-NET NEURON JTC 2017}},
Funding-Text = {{This research was funded by Government of Canada, Canadian Institutes of
   Health Research, Institute of Neurosciences, Mental Health and Addiction
   ERN 155204 in cooperation with ERA-NET NEURON JTC 2017.}},
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Number-of-Cited-References = {{172}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Educ. Sci.}},
Doc-Delivery-Number = {{KM0WI}},
Unique-ID = {{ISI:000513837600010}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000511685300006,
Author = {Braswell, Harold},
Title = {{US Hospice Structure and its Implications for the ``Right to Die{''}
   Debate An Interdisciplinary Study of the ``Feeling of Being a Burden to
   Others{''}}},
Journal = {{JOURNAL OF BIOETHICAL INQUIRY}},
Year = {{2019}},
Volume = {{16}},
Number = {{4}},
Pages = {{525-534}},
Month = {{DEC}},
Abstract = {{This article is an analysis of the relationship between US hospice
   structure and the feeling of being a burden to others (FBO). A goal of
   US hospice care is to reduce the FBO. But in America, hospice is limited
   in its ability to do so because of the high caregiver burden it places
   on family members of dying people. Through a historical study, I show
   that this burden was excessive when the hospice system was created and
   has worsened over time. Through three ethnographic vignettes, I
   demonstrate how this burden inculcates in dying people the FBO. I then
   examine the bioethical implications of this finding for the existing US
   debate about physician-assisted suicide (PAS). The presence of FBO due
   to insufficient hospice care supports arguments made by PAS opponents
   about the social pressure placed on dying people. This finding is not
   itself sufficient to resolve the ``right to die{''} debate. But it
   provides the ground for a compromise, across the debate, to reduce the
   FBO by changing US hospice structure. The resulting consensus will
   further the goals of both PAS proponents and opponents.}},
Publisher = {{SPRINGER}},
Address = {{ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Braswell, H (Reprint Author), St Louis Univ, Albert Gnaegi Ctr Hlth Care Eth, Salus Ctr, 3545 Lafayette Ave,Room 507, St Louis, MO 63104 USA.
   Braswell, Harold, St Louis Univ, Albert Gnaegi Ctr Hlth Care Eth, Salus Ctr, 3545 Lafayette Ave,Room 507, St Louis, MO 63104 USA.}},
DOI = {{10.1007/s11673-019-09938-w}},
ISSN = {{1176-7529}},
EISSN = {{1872-4353}},
Keywords = {{Feeling of being a burden to others; Hospice and palliative care;
   Disability studies; Euthanasia; Familial caregiving}},
Keywords-Plus = {{PHYSICIAN-ASSISTED SUICIDE; SELF-PERCEIVED BURDEN; OF-LIFE; OREGON;
   CARE; DISABILITY; DEATH; MEDICARE; PATIENT; CONTEXT}},
Research-Areas = {{Social Sciences - Other Topics; Medical Ethics; Social Issues;
   Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Medical Ethics; Social Issues; Social Sciences, Biomedical}},
Author-Email = {{harold.braswell@slu.edu}},
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Number-of-Cited-References = {{58}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Bioethical Inq.}},
Doc-Delivery-Number = {{KI9NX}},
Unique-ID = {{ISI:000511685300006}},
DA = {{2020-03-18}},
}

@article{ ISI:000506640300020,
Author = {Ely, Taryn Marie},
Title = {{Ghosts in the Closet: Catastrophizing and Spectral Disability in Anne
   Charlotte Robertson's Apologies}},
Journal = {{ARTS}},
Year = {{2019}},
Volume = {{8}},
Number = {{4}},
Month = {{DEC}},
Abstract = {{Anne Charlotte Robertson, who died in 2012, was a Super 8 experimental
   filmmaker whose primarily diaristic films record her experience with a
   diagnosis of manic depression and the corresponding nervous breakdowns.
   This article specifically addresses Robertson's film Apologies
   (1983-1990), which features 17 min of the filmmaker apologizing to the
   camera for everything from drinking non-organic coffee to returning her
   camera a day late to her eventual nervous breakdown in the final scene
   of the film. Beginning with the psychological concept of
   catastrophizing, this paper shows how Robertson's film engages with
   larger contemporaneous philosophical conceptions of disaster, or
   apocalypse, and its corresponding temporality. Drawing upon Jacques
   Derrida and Maurice Blanchot, mental disability is shown to be more
   thoroughly understood through shifting and multiple temporalities,
   termed as `spectral disability' within this paper. Apologies not only
   reveals the personally specific details of Robertson's experience and
   identity, but also responds to a larger history of representing madness
   in photography and film. Robertson's engagement with the moving image is
   not only related to philosophy and history, but predates similar
   techniques devised in psychology as well. Ultimately, through disability
   theorist Rosemarie Garland-Thomson's concept of misfitting, this paper
   explores how Apologies exposes the creative possibilities of mental
   disability.}},
Publisher = {{MDPI}},
Address = {{ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ely, TM (Reprint Author), Univ Rochester, Visual \& Cultural Studies, 317 Lattimore Rd, Rochester, NY 14627 USA.
   Ely, Taryn Marie, Univ Rochester, Visual \& Cultural Studies, 317 Lattimore Rd, Rochester, NY 14627 USA.}},
DOI = {{10.3390/arts8040142}},
Article-Number = {{142}},
EISSN = {{2076-0752}},
Keywords = {{Anne Charlotte Robertson; experimental film; diary film; disability
   studies; history of psychology; catastrophe}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{taryn.m.ely@gmail.com}},
Cited-References = {{Agamben G., 2000, MEANS ENDS NOTES POL.
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Number-of-Cited-References = {{23}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Arts}},
Doc-Delivery-Number = {{KB6ZI}},
Unique-ID = {{ISI:000506640300020}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000501732300006,
Author = {Eastwood, James},
Title = {{Enabling Militarism? The Inclusion of Soldiers with Disabilities in the
   Israeli Military}},
Journal = {{INTERNATIONAL POLITICAL SOCIOLOGY}},
Year = {{2019}},
Volume = {{13}},
Number = {{4}},
Pages = {{430-446}},
Month = {{DEC}},
Abstract = {{Soldiers are rarely imagined as having disabilities, other than when
   they are injured in war. Yet in recent years the Israeli military has
   devoted considerable resources to programs promoting the inclusion of
   soldiers with intellectual disabilities. This paper critically examines
   two such programs, arguing that they should prompt a reexamination of
   assumptions in both critical military studies and critical disability
   studies. These two fields are rarely placed in dialogue, especially in
   international relations. Yet this paper argues that they have productive
   insights to offer each other and suggests that the Israeli case raises
   important questions when their analytical frames are combined. First,
   the paper argues that this example complicates the category of soldier
   fitness in critical military studies and reveals that militarist
   distinctions between ability and disability can be destabilized in ways
   suggested elsewhere by critical disability studies. Second, however, the
   paper cautions that the emancipatory potential of alternative ``crip{''}
   subjectivities explored in critical disability studies remains
   circumscribed by geopolitical processes (including neoliberalism,
   settler colonialism, and militarism), which international relations is
   well placed to analyze. These arguments are advanced by showing how
   these inclusionary programs for soldiers with disabilities are
   implicated in the debilitating violence of Israel's settler colonial
   project.}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Eastwood, J (Reprint Author), Queen Mary Univ London, Sch Polit \& Int Relat, Polit \& Int Relat, London, England.
   Eastwood, James, Queen Mary Univ London, Sch Polit \& Int Relat, Polit \& Int Relat, London, England.}},
DOI = {{10.1093/ips/olz022}},
ISSN = {{1749-5679}},
EISSN = {{1749-5687}},
Keywords-Plus = {{SETTLER-COLONIALISM; WAR; MASCULINITY; EXPERIENCES; GEOPOLITICS; BODIES;
   STATE; ARMY; RACE}},
Research-Areas = {{International Relations; Government \& Law; Sociology}},
Web-of-Science-Categories  = {{International Relations; Political Science; Sociology}},
Author-Email = {{james.eastwood@qmul.ac.uk}},
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Number-of-Cited-References = {{98}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. Polit. Sociol.}},
Doc-Delivery-Number = {{JU5QY}},
Unique-ID = {{ISI:000501732300006}},
DA = {{2020-03-18}},
}

@article{ ISI:000502123700011,
Author = {Andrea Guisen, Maria},
Title = {{Strategy for the academic accessibility to university higher education
   of a person with multi-disability. Study of a case}},
Journal = {{REVISTA ESPANOLA DE DISCAPACIDAD-REDIS}},
Year = {{2019}},
Volume = {{7}},
Number = {{2}},
Pages = {{185-200}},
Month = {{DEC}},
Publisher = {{CENTRO ESPANOL DOCUMENTACION DISCAPACIDAD-CEDD}},
Address = {{REAL PATRONATO DISCAPACIDAD, CALLE SERRANO, 140, MADRID, 28006, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Guisen, MA (Reprint Author), Consejo Nacl Invest Cient \& Tecn, Buenos Aires, DF, Argentina.
   Andrea Guisen, Maria, Consejo Nacl Invest Cient \& Tecn, Buenos Aires, DF, Argentina.}},
DOI = {{10.5569/2340-5104.07.02.11}},
ISSN = {{2340-5104}},
Keywords = {{Disability; university; social inclusion; accessibility; assistive
   technology; competencies}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{maguisen@gmail.com}},
Cited-References = {{Naciones Unidas, 2006, CONV DER PERS DISC.
   Presidencia de la Nacion Argentina, 2018, PLAN NAC DISC 2017 2.
   Stake R., 1999, INVESTIGACION CON ES.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Rev. Esp. Discapac.-REDIS}},
Doc-Delivery-Number = {{JV1JJ}},
Unique-ID = {{ISI:000502123700011}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000491431600005,
Author = {Chandler, Jesse J.},
Title = {{Surveying Vocational Rehabilitation Applicants Online: A Feasibility
   Study}},
Journal = {{JOURNAL OF DISABILITY POLICY STUDIES}},
Year = {{2019}},
Volume = {{30}},
Number = {{3}},
Pages = {{164-173}},
Month = {{DEC}},
Abstract = {{Web surveys enable efficient data collection, but their usefulness is
   potentially limited when studying people with disabilities, who often
   lack Internet access. We test the feasibility of collecting web survey
   data from a sample of state vocational rehabilitation (VR) applicants,
   inviting nonrespondents to complete a telephone interview instead.
   People who lacked Internet access were provided with a mobile device and
   wireless access and were as likely to complete the web surveys as people
   who already had Internet access. Respondents who elected to complete the
   survey online versus by telephone differed in level of education and VR
   experience. These findings suggest that for disability studies, web
   surveys are an important supplement to, but not a replacement for,
   traditional data collection efforts.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chandler, JJ (Reprint Author), Math Policy Res, 220 East Huron St,Suite 300, Ann Arbor, MI 48104 USA.
   Chandler, Jesse J., Math Policy Res, 220 East Huron St,Suite 300, Ann Arbor, MI 48104 USA.}},
DOI = {{10.1177/1044207319835188}},
ISSN = {{1044-2073}},
EISSN = {{1538-4802}},
Keywords = {{vocational rehabilitation; assessment; evaluation}},
Keywords-Plus = {{RESPONSE RATES; DIGITAL DIVIDE; INTERNET USE; SURVEY MODE; WEB SURVEYS;
   MAIL; DISABILITIES; EMPLOYMENT; INCREASE; STUDENTS}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{JChandler@mathematica-mpr.com}},
Funding-Acknowledgement = {{Research and Training Center on Disability Statistics and Demographics
   at the University of New Hampshire - National Institute for Disability,
   Independent Living, and Rehabilitation Research (NIDILRR) in the
   Administration for Community Living at the U.S. {[}90RT5022-02-00]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Funding
   for this study was provided by the Research and Training Center on
   Disability Statistics and Demographics at the University of New
   Hampshire, which is funded by the National Institute for Disability,
   Independent Living, and Rehabilitation Research (NIDILRR) in the
   Administration for Community Living at the U.S. Department of Health and
   Human Services (DHHS Grant Number: 90RT5022-02-00). The contents do not
   necessarily represent the policy of DHHS, and do not assume endorsement
   by the federal government (Edgar, 75.620 {[}b]).}},
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Number-of-Cited-References = {{47}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{J. Disabil. Policy Stud.}},
Doc-Delivery-Number = {{JF5NA}},
Unique-ID = {{ISI:000491431600005}},
DA = {{2020-03-18}},
}

@article{ ISI:000467207700004,
Author = {Moeller, Christine M.},
Title = {{Disability, Identity, and Professionalism: Precarity in Librarianship}},
Journal = {{LIBRARY TRENDS}},
Year = {{2019}},
Volume = {{67}},
Number = {{3}},
Pages = {{455-470}},
Month = {{WIN}},
Abstract = {{Although the field of disability studies has examined disability across
   many contexts, the experience of library workers remains largely
   unexamined. Library literature tends to focus on the experiences of
   library users, rather than address the structural inequities in the
   profession itself. In the United States, current conversations within
   higher education and academic librarianship around resilience and
   professionalism create additional barriers to inclusion and exclude the
   lived experiences of those with disabilities. Additionally, existing
   processes designed to address disability treat its existence as a
   problem in need of a solution, and in doing so, further contribute to
   the workplace precarity experienced by library workers. Instead of
   maintaining existing systemic barriers and perpetuating an ableist
   professional ideal that places responsibility on the individual to be
   resilient, libraries and library workers need to redefine
   professionalism, minimize the stigma associated with any type of
   disability, and reduce precarity for disabled library employees. Only
   then can libraries and library workers focus on equity and inclusion for
   all.}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1353/lib.2019.0006}},
ISSN = {{0024-2594}},
EISSN = {{1559-0682}},
Keywords-Plus = {{FACULTY STATUS; RESILIENCE}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
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   Yeager DS, 2012, EDUC PSYCHOL-US, V47, P302, DOI 10.1080/00461520.2012.722805.
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   2018, DISABIL SOC, V33, P985, DOI DOI 10.1080/09687599.2018.1455627.
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   2008, THEOR CULT SOC, V25, P1, DOI DOI 10.1177/0263276408097794.}},
Number-of-Cited-References = {{46}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{16}},
Usage-Count-Since-2013 = {{87}},
Journal-ISO = {{Libr. Trends}},
Doc-Delivery-Number = {{HX2FM}},
Unique-ID = {{ISI:000467207700004}},
DA = {{2020-03-18}},
}

@article{ ISI:000465101800024,
Author = {Junker, Christine},
Title = {{Disability Studies and the Environmental Humanities: Toward an Eco-crip
   Theory}},
Journal = {{ISLE-INTERDISCIPLINARY STUDIES IN LITERATURE AND ENVIRONMENT}},
Year = {{2019}},
Volume = {{26}},
Number = {{1}},
Pages = {{252-253}},
Month = {{WIN}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Junker, C (Reprint Author), Wright State Univ, Dayton, OH 45435 USA.
   Junker, Christine, Wright State Univ, Dayton, OH 45435 USA.}},
DOI = {{10.1093/isle/isz014}},
ISSN = {{1076-0962}},
EISSN = {{1759-1090}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{christinerjunker@gmail.com}},
Cited-References = {{RAY SJ, 2018, DISABILITY STUDIES E.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{5}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{ISLE-Interdiscip. Stud. Lit. Env.}},
Doc-Delivery-Number = {{HU2LF}},
Unique-ID = {{ISI:000465101800024}},
DA = {{2020-03-18}},
}

@article{ ISI:000464309100005,
Author = {O'Brien, Valerie},
Title = {{``A Genius for Unreality{''}: Neurodiversity in Elizabeth Bowen's Eva
   Trout}},
Journal = {{JOURNAL OF MODERN LITERATURE}},
Year = {{2019}},
Volume = {{42}},
Number = {{2, SI}},
Pages = {{75-93}},
Month = {{WIN}},
Abstract = {{For decades, critical debate around Elizabeth Bowen's Eva Trout (1968)
   has focused on the novel's enigmatic heroine. Though Eva is often
   perceived as flat because of her non-normative behaviors, the novel's
   portrayal of her neurodivergent sensory relation to the world actually
   becomes a way for Bowen to gesture to her complex interiority. Taken
   together, the 1960s anti-psychiatry movement and a twenty-first-century
   understanding of neurodiversity offer the possibility of seeing Eva as
   creative, emotional, and imaginatively connected to the world, rather
   than as unthinking and detached. Bowen extends the novel's
   representation of cognitive atypicality to Eva's teacher, Iseult, and
   thereby calls into question the normativity of apparently neurotypical
   minds.}},
Publisher = {{INDIANA UNIV PRESS}},
Address = {{601 N MORTON STREET, BLOOMINGTON, IN 47404-3797 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{O'Brien, V (Reprint Author), Univ Illinois, English Literature, Urbana, IL 61801 USA.
   O'Brien, Valerie, Univ Illinois, English Literature, Urbana, IL 61801 USA.}},
DOI = {{10.2979/jmodelite.42.2.05}},
ISSN = {{0022-281X}},
EISSN = {{1529-1464}},
Keywords = {{Elizabeth Bowen; neurodiversity; cognition; disability studies; visual
   imagery}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{vobrien2@illinois.edu}},
Cited-References = {{Armstrong Thomas, 2015, AMA J Ethics, V17, P348, DOI 10.1001/journalofethics.2015.17.4.msoc1-1504.
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   Bowen Elizabeth, 2003, EVA TROUT, P1968.
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   Cashin A, 2006, J CHILD ADOL PS NURS, V19, P137, DOI 10.1111/j.1744-6171.2006.00061.x.
   Darwood Nicola, 2012, WORLD LOST INNOCENCE.
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   Oxford UP, 2016, OXFORD ENGLISH DICT.
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   Savarese RJ, 2014, NARRATIVE, V22, P17, DOI 10.1353/nar.2014.0000.
   Shaughnessy N, 2013, INTERDISCIPL SCI REV, V38, P321, DOI 10.1179/0308018813Z.00000000062.
   Smith Patricia J., 2009, HECATE           NOV, V35, P228.
   Valente Joseph, C PRES MOD ASS CONV, P9.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{J. Mod. Lit.}},
Doc-Delivery-Number = {{HT1FI}},
Unique-ID = {{ISI:000464309100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000464309100011,
Author = {Hart, Michael Patrick},
Title = {{The Secret Life of Stories: From Don Quixote to Harry Potter, How
   Understanding Intellectual Disability Transforms the Way We Read}},
Journal = {{JOURNAL OF MODERN LITERATURE}},
Year = {{2019}},
Volume = {{42}},
Number = {{2, SI}},
Pages = {{185-191}},
Month = {{WIN}},
Abstract = {{In The Secret Life of Stories, Michael Berube offers a new model for
   understanding literary deployments of intellectual disability that,
   unlike past frameworks in Disability Studies, does not necessarily
   depend on the direct representation of disability.}},
Publisher = {{INDIANA UNIV PRESS}},
Address = {{601 N MORTON STREET, BLOOMINGTON, IN 47404-3797 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Hart, MP (Reprint Author), Penn State Univ, English, University Pk, PA 16802 USA.
   Hart, Michael Patrick, Penn State Univ, English, University Pk, PA 16802 USA.}},
DOI = {{10.2979/jmodelite.42.2.11}},
ISSN = {{0022-281X}},
EISSN = {{1529-1464}},
Keywords = {{disability studies; intellectual disability; narrative theory; Michael
   Berube}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{mph195@psu.edu}},
Cited-References = {{Berube Michael, 2016, SECRET LIFE STORIES.
   Boyd Brian, 2009, ORIGIN STORIES EVOLU.
   Darwin C, 2009, ON THE ORIGIN OF SPECIES, P1, DOI 10.1017/CBO9780511694295.004.
   Dick Philip K, 2012, MARTIAN TIME SLIP.
   Mitchell David T., 2000, NARRATIVE PROSTHESIS.
   Peckham M., 1959, Vict Stud Indianapolis, V3, P19.
   Quayson Ato, 2007, AESTHETIC NERVOUSNES.
   Zunshine Lisa, 2006, WHY WE READ FICTION.
   Zunshine Lisa, 2013, LECT MODERN LANGUAGE.}},
Number-of-Cited-References = {{9}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{14}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{J. Mod. Lit.}},
Doc-Delivery-Number = {{HT1FI}},
Unique-ID = {{ISI:000464309100011}},
DA = {{2020-03-18}},
}

@article{ ISI:000464309100012,
Author = {Feldmiller, Caiden},
Title = {{Deafening Modernism: Embodied Language and Visual Poetics in American
   Literature}},
Journal = {{JOURNAL OF MODERN LITERATURE}},
Year = {{2019}},
Volume = {{42}},
Number = {{2, SI}},
Pages = {{192-197}},
Month = {{WIN}},
Abstract = {{In Deafening Modernism: Embodied Language and Visual Poetics in American
   Literature, Rebecca Sanchez argues that modernist texts by Anderson,
   Chaplin, Crane, H. D., Stein, and Williams can be read through the lens
   of a ``crip epistemic insight{''} of deafness. By demonstrating how
   familiar modernist films, poems, short stories, and novels without
   thematic ties to deafness can be read in the manner of, for example,
   sign-language literature, Sanchez attempts to correct what she claims is
   the ``mistaken belief that disability insight is only applicable{''} to
   ``texts in which explicit references to disability or recognizably
   disabled bodies are present{''} (4). She attempts, in other words, to
   ``Deafen{''} modernism.}},
Publisher = {{INDIANA UNIV PRESS}},
Address = {{601 N MORTON STREET, BLOOMINGTON, IN 47404-3797 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Feldmiller, C (Reprint Author), Mamie Doud Eisenhower Publ Lib, Broomfield, CO 80021 USA.
   Feldmiller, Caiden, Mamie Doud Eisenhower Publ Lib, Broomfield, CO 80021 USA.}},
DOI = {{10.2979/jmodelite.42.2.12}},
ISSN = {{0022-281X}},
EISSN = {{1529-1464}},
Keywords = {{Deaf; modernism; ASL poetry; crip epistemic insight; disability studies}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{caidenfeldmiller@gmail.com}},
Cited-References = {{SANCHEZ R, 2015, DEAFENING MODERNISM.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{7}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{J. Mod. Lit.}},
Doc-Delivery-Number = {{HT1FI}},
Unique-ID = {{ISI:000464309100012}},
DA = {{2020-03-18}},
}

@article{ ISI:000464309100013,
Author = {Sanchez, Rebecca},
Title = {{Bodies of Modernism: Physical Disability in Transatlantic Modernist
   Literature}},
Journal = {{JOURNAL OF MODERN LITERATURE}},
Year = {{2019}},
Volume = {{42}},
Number = {{2, SI}},
Pages = {{198-200}},
Month = {{WIN}},
Abstract = {{Bodies of Modernism uses the tools of literary disability studies to
   interrogate the pervasive and multivalent deployment of disability
   within transatlantic modernist texts. Drawing on works from a range of
   genres and geographical settings, Linett uses careful close readings to
   highlight modernists' conflicted relationship to normativity and to
   explore what these depictions reveal about early twentieth century
   attitudes toward disability.}},
Publisher = {{INDIANA UNIV PRESS}},
Address = {{601 N MORTON STREET, BLOOMINGTON, IN 47404-3797 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Sanchez, R (Reprint Author), Fordham Univ, English, Bronx, NY 10458 USA.
   Sanchez, Rebecca, Fordham Univ, English, Bronx, NY 10458 USA.}},
DOI = {{10.2979/jmodelite.42.2.13}},
ISSN = {{0022-281X}},
EISSN = {{1529-1464}},
Keywords = {{disability studies; transatlantic modernism; normativity}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{rsanchez28@fordham.edu}},
Cited-References = {{Baynton Douglas, 2001, NEW DISABILITY HIST, P33, DOI DOI 10.1086/AHR/107.5.1523.
   LINETT MT, 2017, {[}No title captured].}},
Number-of-Cited-References = {{2}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{J. Mod. Lit.}},
Doc-Delivery-Number = {{HT1FI}},
Unique-ID = {{ISI:000464309100013}},
DA = {{2020-03-18}},
}

@article{ ISI:000500099900001,
Author = {Doherty, Gerard},
Title = {{Prejudice, friendship and the abuse of disabled people: an exploration
   into the concept of exploitative familiarity ('mate crime')}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{Exploitative familiarity ('mate crime') is a recently-identified
   phenomenon. Available evidence suggests that exploitative familiarity
   has a significant impact on the lives of some disabled people, not only
   in terms of the breadth of offences committed using this form of
   insidious exploitation but also because of the potential grave
   consequences. Often, isolated disabled people are victimised in their
   homes by locals who may use the effects of victims' impairments to
   manipulate and betray purported friendships. Exploitation can continue
   unchecked, particularly where there is lack of institutional
   involvement. Based on a case study of police records and drawing upon
   the fields of hate crime and disability studies, this article provides
   an explanation of how and why exploitative familiarity occurs. The
   evidence appears to suggest that oppression and stigmatisation of
   disabled people lead to relational disadvantages such as poverty and
   isolation. However, it is the `individual vulnerability' of victims
   which directly influences targeting.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Doherty, G (Reprint Author), Univ Leeds, Ex Sch Sociol \& Social Policy, Leeds, W Yorkshire, England.
   Doherty, Gerard, Univ Leeds, Ex Sch Sociol \& Social Policy, Leeds, W Yorkshire, England.}},
DOI = {{10.1080/09687599.2019.1688646}},
Early Access Date = {{NOV 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{exploitative familiarity; hate crime; impairment effects; `mate crime';
   vulnerability}},
Keywords-Plus = {{HATE CRIME; INTELLECTUAL DISABILITIES; VIOLENCE; VULNERABILITY; DILEMMA;
   BOUNDARIES; OFFENDERS; ADULTS; LAW}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{gerarddoherty605@gmail.com}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ES/J500215/1]}},
Funding-Text = {{This research was kindly funded by the Economic and Social Research
   Council {[}grant number ES/J500215/1].}},
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Number-of-Cited-References = {{131}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{JS1VG}},
Unique-ID = {{ISI:000500099900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000509680200003,
Author = {Simplican, Stacy Clifford},
Title = {{Behaviors that challenge disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{9-10}},
Pages = {{1379-1398}},
Month = {{NOV 26}},
Abstract = {{How should we think about challenging behavior? Behaviorist approaches
   tend to dominate the field, but new approaches make power, inequality,
   and resistance central to their analysis. I explore four approaches that
   resist dominant behaviorist approaches: embracing neurodiversity,
   recognizing inequality, seeing resistance, and loving redemption.
   Stories about my experience with my autistic brother expose limits in
   each of these four approaches. Building on critical autism studies, I
   propose a new interdisciplinary field of Challenging Behavior Studies
   that makes power central, embraces multiple perspectives and complexity,
   and aims to improve the quality of life of all those affected.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Simplican, SC (Reprint Author), Vanderbilt Univ, Womens \& Gender Studies, 221 Kirkland Hall, Nashville, TN 37235 USA.
   Simplican, Stacy Clifford, Vanderbilt Univ, Womens \& Gender Studies, 221 Kirkland Hall, Nashville, TN 37235 USA.}},
DOI = {{10.1080/09687599.2018.1552119}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{challenging behavior; intellectual disability; neurodiversity; critical
   autism studies; care theory; siblings}},
Keywords-Plus = {{STAFF WORKING; CHILDREN; AUTISM; INDIVIDUALS; LANGUAGE; VIOLENCE; MODEL;
   CARE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{stacy.c.simplican@vanderbilt.edu}},
Cited-References = {{Autism Speaks, 2017, AUT HLTH SPEC REP AU.
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   Woods R, 2017, DISABIL SOC, V32, P1090, DOI 10.1080/09687599.2017.1328157.}},
Number-of-Cited-References = {{42}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{KG1CZ}},
Unique-ID = {{ISI:000509680200003}},
DA = {{2020-03-18}},
}

@article{ ISI:000498481500001,
Author = {Gerretsen, Philip and Shah, Parita and Logotheti, Anastasia and Attia,
   Mohamed and Balakumar, Thushanthi and Sulway, Shaleen and Ranalli, Paul
   and Dillon, Wanda A. and Pothier, David D. and Rutka, John A.},
Title = {{Interdisciplinary integration of nursing and psychiatry (INaP) improves
   dizziness-related disability}},
Journal = {{LARYNGOSCOPE}},
Abstract = {{Objectives/Hypothesis The traditional medical care model of ``assess and
   refer{''} in a sequential fashion fails to recognize the complexities
   that arise due to overlapping physical and psychiatric comorbidities
   experienced by patients with chronic dizziness or imbalance, thus
   resulting in inadequate treatment outcomes. We aimed to evaluate the
   impact of a novel interdisciplinary approach to care that integrates
   nursing and psychiatry (INaP) on dizziness-related disability. Study
   Design Retrospective cohort study. Methods We compared the change in
   clinical assessment scores (i.e., Dizziness Handicap Inventory {[}DHI],
   Dizziness Catastrophizing Scale) at approximately 8 months follow-up
   between those who did (INaP+) and did not receive INaP (INaP-). Data
   from 229 patients with dizziness or imbalance referred to an
   interdisciplinary neurotology clinic in Toronto, Ontario, Canada were
   acquired from August 2012 to December 2016 and January 2011 to December
   2013 for the INaP+ and INaP- groups, respectively. Results A mean group
   difference in the percentage change in DHI scores was found, with
   greater reductions in dizziness-related disability in the INaP+ group (n
   = 121) versus the INaP- group (n = 108). This remained significant after
   controlling for age, gender, baseline illness severity, and duration
   between baseline and follow-up visits. Conclusions The novel
   interdisciplinary approach of incorporating INaP appears to be more
   effective than interdisciplinary care without INaP in reducing
   dizziness-related disability in patients with chronic dizziness or
   imbalance. Clinical settings should consider the addition of INaP to
   achieve better patient outcomes. Future studies are required to test the
   hypothesis that INaP is more efficient and cost-effective than the
   traditional model of care. Level of Evidence 3 Laryngoscope, 2019}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Gerretsen, P (Reprint Author), Res Imaging Ctr, CAMH Multimodal Imaging Grp, 250 Coll St, Toronto, ON M5T 1R8, Canada.
   Sulway, Shaleen; Ranalli, Paul; Dillon, Wanda A.; Pothier, David D.; Rutka, John A., Univ Toronto, Toronto Gen Hosp, Dept Otolaryngol Head \& Neck Surg, Toronto, ON, Canada.
   Gerretsen, Philip; Shah, Parita; Logotheti, Anastasia; Balakumar, Thushanthi, Ctr Addict \& Mental Hlth, Res Imaging Ctr, Campbell Mental Hlth Res Inst, Multimodal Imaging Grp, Toronto, ON, Canada.
   Gerretsen, Philip; Shah, Parita, Univ Toronto, Inst Med Sci, Toronto, ON, Canada.
   Gerretsen, Philip; Attia, Mohamed, Univ Toronto, Dept Psychiat, Toronto, ON, Canada.
   Gerretsen, Philip, Univ Hlth Network, Ctr Mental Hlth, Toronto, ON, Canada.}},
DOI = {{10.1002/lary.28352}},
Early Access Date = {{NOV 2019}},
ISSN = {{0023-852X}},
EISSN = {{1531-4995}},
Keywords = {{Dizziness; imbalance; care model; outcomes; disability}},
Keywords-Plus = {{PRIMARY-CARE; DIZZY PATIENTS; SYMPTOMS; VERTIGO}},
Research-Areas = {{Research \& Experimental Medicine; Otorhinolaryngology}},
Web-of-Science-Categories  = {{Medicine, Research \& Experimental; Otorhinolaryngology}},
Author-Email = {{philgerretsen@yahoo.com}},
Funding-Acknowledgement = {{Canadian Institutes of Health ResearchCanadian Institutes of Health
   Research (CIHR); Ontario Ministry of Health and Long-Term CareMinistry
   of Health and Long-Term Care, Ontario; Ontario Mental Health Foundation;
   Centre for Addiction and Mental Health; Canadian Institutes of Health
   Research, Canadian Graduate ScholarshipCanadian Institutes of Health
   Research (CIHR)}},
Funding-Text = {{P.G. reports receiving research support from the Canadian Institutes of
   Health Research, Ontario Ministry of Health and Long-Term Care, Ontario
   Mental Health Foundation, and the Centre for Addiction and Mental
   Health. P.S. reports receiving research support from Canadian Institutes
   of Health Research, Canadian Graduate Scholarship.}},
Cited-References = {{Baijens LWJ, 2015, LARYNGOSCOPE, V125, P1583, DOI 10.1002/lary.25082.
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   Yardley L, 1998, BRIT J GEN PRACT, V48, P1136.}},
Number-of-Cited-References = {{19}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Laryngoscope}},
Doc-Delivery-Number = {{JP8AL}},
Unique-ID = {{ISI:000498481500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000501275600001,
Author = {Hernandez, Martina L. and Chatlos, Todd and Gorse, Karen M. and
   Lafrenaye, Audrey D.},
Title = {{Neuronal Membrane Disruption Occurs Late Following Diffuse Brain Trauma
   in Rats and Involves a Subpopulation of NeuN Negative Cortical Neurons}},
Journal = {{FRONTIERS IN NEUROLOGY}},
Year = {{2019}},
Volume = {{10}},
Month = {{NOV 22}},
Abstract = {{The repercussions of traumatic brain injury (TBI) endure years following
   the initial insult and involve chronic impairments/disabilities. Studies
   indicate that these morbidities stem from diffuse pathologies, however,
   knowledge regarding TBI-mediated diffuse pathologies, and in particular,
   diffuse neuronal membrane disruption, is limited. Membrane disruption
   has been shown to occur acutely following injury, primarily within
   neurons, however, the progression of TBI-induced membrane disruption
   remains undefined. Therefore, the current study investigated this
   pathology over a longer temporal profile from 6 h to 4 w following
   diffuse TBI induced using the central fluid percussion injury (CFPI)
   model in rats. To visualize membrane disruption, animals received an
   intracerebroventricular infusion of tagged cell-impermeable dextran 2 h
   prior to experimental endpoints at 6 h, 1 d, 3 d, 1 w, 2 w, or 4 w
   post-CFPI. The percentage of total neurons demonstrating dextran uptake,
   indicative of membrane disruption, was quantified within the lateral
   neocortex layers V and VI from 6 h to 4 w post-injury. We found that
   membrane disruption displayed a biphasic pattern, where nearly half of
   the neurons were membrane disrupted sub-acutely, from 6 h to 3 d
   post-TBI. At 1 w the membrane disrupted population was dramatically
   reduced to levels indistinguishable from sham controls. However, by 2
   and 4 w following CFPI, approximately half of the neurons analyzed
   displayed membrane disruption. Moreover, our data revealed that a subset
   of these late membrane disrupted neurons were NeuN negative (NeuN-).
   Correlative western blot analyses, however, revealed no difference in
   NeuN protein expression in the lateral neocortex at any time following
   injury. Furthermore, the NeuN- membrane disrupted neurons did not
   co-label with traditional markers of astrocytes, microglia,
   oligodendrocytes, or NG2 cells. Immunohistochemistry against NeuN,
   paired with a hematoxylin and eosin counter-stain, was performed to
   quantify the possibility of overall NeuN+ neuronal loss following CFPI.
   A NeuN- population was observed consistently in both sham and injured
   animals regardless of time post-injury. These data suggest that there is
   a consistent subpopulation of NeuN- neurons within the lateral neocortex
   regardless of injury and that these NeuN- neurons are potentially more
   vulnerable to late membrane disruption. Better understanding of membrane
   disruption could provide insight into the mechanisms of diffuse
   pathology and lead to the discovery of novel treatments for TBI.}},
Publisher = {{FRONTIERS MEDIA SA}},
Address = {{AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lafrenaye, AD (Reprint Author), Virginia Commonwealth Univ, Anat \& Neurobiol, Richmond, VA 23284 USA.
   Hernandez, Martina L.; Gorse, Karen M.; Lafrenaye, Audrey D., Virginia Commonwealth Univ, Anat \& Neurobiol, Richmond, VA 23284 USA.
   Chatlos, Todd, Univ Calif Davis, Dept Neurol, Davis, CA 95616 USA.}},
DOI = {{10.3389/fneur.2019.01238}},
Article-Number = {{1238}},
ISSN = {{1664-2295}},
Keywords = {{diffuse traumatic brain injury; membrane disruption; NeuN neuronal
   nuclei; mechanoporation; rat-brain}},
Keywords-Plus = {{FLUID-PERCUSSION MODEL; PLASMALEMMA PERMEABILITY; INTRACRANIAL-PRESSURE;
   MECHANICAL STRETCH; AXONAL INJURY; IN-VITRO; MARKER; CALCIUM; IMPACT;
   IMMUNOREACTIVITY}},
Research-Areas = {{Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Clinical Neurology; Neurosciences}},
Author-Email = {{audrey.lafrenaye@vcuhealth.org}},
Funding-Acknowledgement = {{NINDSUnited States Department of Health \& Human ServicesNational
   Institutes of Health (NIH) - USANIH National Institute of Neurological
   Disorders \& Stroke (NINDS) {[}1R01NS096143]; NIH-NINDS CenterUnited
   States Department of Health \& Human ServicesNational Institutes of
   Health (NIH) - USANIH National Institute of Neurological Disorders \&
   Stroke (NINDS) {[}5P30NS047463]}},
Funding-Text = {{This work was supported by the NINDS grant 1R01NS096143. Microscopy was
   performed at the VCU Department of Anatomy and Neurobiology Microscopy
   Facility, supported, in part, with funding from NIH-NINDS Center core
   grant 5P30NS047463.}},
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Number-of-Cited-References = {{52}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Front. Neurol.}},
Doc-Delivery-Number = {{JT9BB}},
Unique-ID = {{ISI:000501275600001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000497547200001,
Author = {Lipenga, Jr., Ken},
Title = {{Lunatics and Intellectuals: Madness in Malawian Poetry}},
Journal = {{SCRUTINY2-ISSUES IN ENGLISH STUDIES IN SOUTHERN AFRICA}},
Abstract = {{The Zomba Mental Hospital in Malawi has gained mythical connotations in
   the history of its existence, both through its association with
   political detention and through serving as a reminder for the sane of
   the precariousness of their assumption of mental well-being. Some of the
   discourse surrounding the institution, and indeed surrounding the
   question of madness, has found its way into literary works. Within
   African literature, a fair share of attention has been devoted to
   exploring madness as presented in prose-such as novels and short
   stories-with a focus on the ties of madness to colonialism and
   patriarchy. However, there is a very evident gap in the literature when
   it comes to exploring madness as it has been presented in African
   poetry. This article contributes to the conversation by drawing on three
   Malawian poets-Bright Molande, Francis Moto, and Jack McBrams- focusing
   specifically on their poems about madness. Drawing on perspectives from
   disability studies, as well as Foucauldian insights into madness, the
   article examines how the poets expose the subversive nature of madness,
   showing how its portrayal in the poetry questions assumptions of sanity.
   This is pursued by investigating the encounter between madness and
   sanity, the source and nature of the fear of madness among the sane, and
   the portrayal of the mental asylum as a space of confinement.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Lipenga, K (Reprint Author), Univ Malawi, Zomba, Malawi.
   Lipenga, Ken, Jr., Univ Malawi, Zomba, Malawi.}},
DOI = {{10.1080/18125441.2019.1647450}},
Early Access Date = {{NOV 2019}},
ISSN = {{1812-5441}},
EISSN = {{1753-5409}},
Keywords = {{Malawian poetry; madness; disability studies; Michel Foucault; Bright
   Molande; Francis Moto; Jack McBrams}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{klipenga@cc.ac.mw}},
ORCID-Numbers = {{Lipenga, Ken Junior/0000-0001-8592-8999}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Scrutiny2}},
Doc-Delivery-Number = {{JO4JZ}},
Unique-ID = {{ISI:000497547200001}},
DA = {{2020-03-18}},
}

@article{ ISI:000498368000001,
Author = {Duda-Mikulin, Eva and Scullion, Lisa and Currie, Richard},
Title = {{Wasted lives in scapegoat Britain: overlaps and departures between
   migration studies and disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{The focus of this paper is to consider how disability studies and
   migration studies may be brought into further conversation with one
   another. While their experiences overlap and intersect in many ways, the
   lives of disabled people and migrants have rarely been considered
   together and this is an omission we address through a discussion on
   points of intersection and departure between migration studies and
   disability studies. We argue that migrants and disabled people are among
   the most marginalised individuals today whilst a Global North neoliberal
   rhetoric has pushed them further to the margins. We draw on Bauman's
   theorisation of `wasted lives' to bring disability studies and migration
   studies in dialogue with one another. Through this analysis, we
   highlight how bringing both disciplines together may help to inform
   debates focused on social justice and rights to dignity for some of
   world's most marginalised communities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Duda-Mikulin, E (Reprint Author), Univ Bradford, Fac Hlth Studies, Bradford, W Yorkshire, England.
   Duda-Mikulin, Eva, Univ Bradford, Fac Hlth Studies, Bradford, W Yorkshire, England.
   Scullion, Lisa, Univ Salford, Sch Hlth \& Soc, Salford, Lancs, England.
   Currie, Richard, Manchester Metropolitan Univ, Manchester, Lancs, England.}},
DOI = {{10.1080/09687599.2019.1690428}},
Early Access Date = {{NOV 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability; migration; social justice; minority rights; activism;
   neoliberalism}},
Keywords-Plus = {{DISABLED PEOPLE; ASYLUM SEEKERS; CONDITIONALITY; POLICIES; HEALTH}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{e.a.duda-mikulin@bradford.ac.uk}},
ORCID-Numbers = {{Duda-Mikulin, Eva A./0000-0002-4937-0040}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC)}},
Funding-Text = {{Economic and Social Research Council.}},
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Number-of-Cited-References = {{88}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{JP6JH}},
Unique-ID = {{ISI:000498368000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000497084500001,
Author = {Pazey, Barbara L.},
Title = {{\& xa1;Ya Basta! Countering the Effects of Neoliberal Reform on an Urban
   Turnaround High School}},
Journal = {{AMERICAN EDUCATIONAL RESEARCH JOURNAL}},
Abstract = {{This article provides an account of the ways in which students and adult
   supporters of an urban turnaround high school mobilized to defy the
   rhetoric of neoliberal reforms and the subsequent deficit narrative
   imposed on them and on their school. Their counternarratives refute the
   master narratives advanced by federal and state educational reforms. The
   current rationale of neoliberal reforms and the disabling terminology
   used to construct the identity of a school and the individuals
   associated with the school are interrogated through the theoretical
   framework of Dis/ability Critical Race Theory. An alternative approach
   and philosophy of thought regarding school reform and the ways in which
   we define the worth and value of a school, its students, and the larger
   community is offered.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Pazey, BL (Reprint Author), Univ North Texas, Educ Leadership, Dept Teacher Educ \& Adm, Union Circle 310740,Matthews Hall,Suite 218, Denton, TX 76203 USA.
   Pazey, Barbara L., Univ North Texas, Denton, TX 76203 USA.}},
DOI = {{10.3102/0002831219886530}},
Early Access Date = {{NOV 2019}},
Article-Number = {{UNSP 0002831219886530}},
ISSN = {{0002-8312}},
EISSN = {{1935-1011}},
Keywords = {{critical race theory; deficit narrative; disability studies; neoliberal
   reform; urban education}},
Keywords-Plus = {{NO CHILD LEFT; EDUCATION; CLOSURE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{barbara.pazey@unt.edu}},
ORCID-Numbers = {{Pazey, Barbara/0000-0002-0015-4750}},
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   Yin R. K., 2014, CASE STUDY RES DESIG.}},
Number-of-Cited-References = {{56}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Am. Educ. Res. J.}},
Doc-Delivery-Number = {{JN7OW}},
Unique-ID = {{ISI:000497084500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000487464200014,
Author = {Engwall, Kristina and Ostberg, Francesca and Andersson, Gunnel and Bons,
   Tomas and Bringloev, Asa},
Title = {{Children with disabilities in Swedish child welfare - a differentiating
   and disabling practice}},
Journal = {{EUROPEAN JOURNAL OF SOCIAL WORK}},
Year = {{2019}},
Volume = {{22}},
Number = {{6}},
Pages = {{1025-1037}},
Month = {{NOV 2}},
Abstract = {{Research shows that children with disabilities are victims of violence
   and abuse to a higher extent than other children and thus need support
   from social services. In Sweden, cooperation between two different
   social services units is required to support children with disabilities
   in socially vulnerable families. In this study, we have examined the
   intersection between children and disability in a Swedish social
   services context from the perspective of childhood studies and
   disability studies. The reasoning of the two units including the child
   perspective emerged during focus group interviews based on two
   vignettes. The results show two different rationalities, which has
   consequences for the disabled child. In spite of a social policy where
   the `best interests of the child' are meant to prevail and disabilities
   are meant to be interpreted as barriers in society, children with
   disabilities seem to be reduced to individuals who are lacking in
   ability and competency and who are profoundly victimised by power
   structures that favour the adult perspective in social services.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Engwall, K (Reprint Author), FoU Sodertorn, Tumba, Sweden.
   Engwall, Kristina; Andersson, Gunnel; Bons, Tomas; Bringloev, Asa, FoU Sodertorn, Tumba, Sweden.
   Ostberg, Francesca, Stockholm Univ, Dept Social Work, Stockholm, Sweden.}},
DOI = {{10.1080/13691457.2018.1461073}},
ISSN = {{1369-1457}},
EISSN = {{1468-2664}},
Keywords = {{Child welfare; disability; risk; participation}},
Keywords-Plus = {{SOCIAL-WORKERS; ADOLESCENTS; EXPERIENCES; PROTECTION; RISK}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{kristina.engwall@fou-sodertorn.se}},
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Number-of-Cited-References = {{41}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{15}},
Usage-Count-Since-2013 = {{15}},
Journal-ISO = {{Eur. J. Soc. Work}},
Doc-Delivery-Number = {{IZ9YH}},
Unique-ID = {{ISI:000487464200014}},
DA = {{2020-03-18}},
}

@article{ ISI:000500243900010,
Author = {Moreno, Renaldo D. and Abreu, Luiz C. and Morais, Mauro J. D. and
   Oliveira, Fabiano S. and Bezerra, Italla M. P. and Valenti, Vitor E. and
   Sato, Monica A.},
Title = {{Heart rate variability in people with visual disability Study Protocol}},
Journal = {{MEDICINE}},
Year = {{2019}},
Volume = {{98}},
Number = {{46}},
Month = {{NOV}},
Abstract = {{Introduction: People with visual impairment (VI) have loss of vision
   that causes impact on their daily living activities. Synonymous of VI
   are blindness, low vision, subnormal vision, visual incapacity, although
   there are peculiarities among them. The autonomic nervous system (ANS)
   provides the body with dynamic adaptation, moment by moment, according
   to changes in the internal and/or external body environment. As VI is an
   adverse condition, it is expected to be associated with changes in
   systemic autonomic activity, such as heart rate (HR) variability.
   Objective: To analyze the blindness stress by monitoring the activity of
   the ANS in the heart in subjects submitted acutely to low vision and
   also in subjects with chronic visual deficiency.
   Method: This is a randomized trial experimental study. In this clinical
   trial, initially, patients will undergo an ophthalmologic medical
   evaluation, along with monitoring of HR and systolic blood pressure
   /diastolic blood pressure. Volunteers with normal vision (Group i); and
   people with VI (Group ii) will be evaluated, all of them inhabitants of
   Rio Branco City, capital of Acre State, Brazilian Amazon. The
   intervention will consist of simulating blindness by sealing both eyes
   of each participant with good eyesight, using a sleep mask and allowing
   maximum occlusion for 45 minutes, split into 3 periods of 15 minutes
   each. Still blindfolded, participants will be requested to perform
   different tasks as walking, serve themselves water and/or cookies, and
   engaging in playful-pedagogical activity. Identical procedure will be
   done with the group with VI. The HR will be recorded by the Polar RS800
   HR monitor. All findings with a value of P<.05 will be considered
   statistically significant. As a risk measure the odds ratio will be
   calculated, adjusted, and not adjusted with their respective 95\%
   confidence intervals. The odds ratio = 1 of lowest risk for the outcome
   of interest will be considered as the base category for each independent
   variable.
   Ethics and dissemination: This study will be carried out in accordance
   with the guidelines that regulate human research in Resolution No.
   466/12 of the National Health Council. We obtained the approval of the
   Research Ethics Committee of the ABC Medical School/Faculdade de
   Medicina do ABC, with CAAE: 73945017.0.0000.0082, and Opinion No.
   2,275,101. All individuals who agreed to participate in the study will
   sign the free and informed consent form (FICF). The FICF is also
   available in audio and Braille versions. The results will be
   disseminated through peer-reviewed journal articles and conferences.
   This study is registered in the Brazilian Registry of Clinical Trials
   under the number RBR-9sm9dp.}},
Publisher = {{LIPPINCOTT WILLIAMS \& WILKINS}},
Address = {{TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abreu, LC (Reprint Author), Ctr Univ Saude ABC, Fac Med ABC, Setor Posgrad Pesquisa \& Inovacao, Ave Lauro Gomes 2000,Vila Sacadura Cabral, Santo Andre, SP, Brazil.
   Moreno, Renaldo D.; Abreu, Luiz C.; Morais, Mauro J. D.; Oliveira, Fabiano S.; Bezerra, Italla M. P., Univ Fed Acre, UFAC, Rio Brancro, Brazil.
   Moreno, Renaldo D.; Abreu, Luiz C.; Morais, Mauro J. D.; Oliveira, Fabiano S.; Bezerra, Italla M. P., Ctr Univ Saude ABC, Fac Med ABC, Setor Posgrad Pesquisa \& Inovacao, Ave Lauro Gomes 2000,Vila Sacadura Cabral, Santo Andre, SP, Brazil.
   Moreno, Renaldo D.; Abreu, Luiz C.; Morais, Mauro J. D.; Oliveira, Fabiano S.; Bezerra, Italla M. P., Ctr Univ Saude ABC, Fac Med ABC, Lab Delineamento Estudos \& Escrita Cient, Santo Andre, SP, Brazil.
   Sato, Monica A., EMESCAM, Escola Super Ciencias Santa Casa Misericordia Vit, Programa Posgrad Polit Publ \& Desenvolvimento Loc, Vitoria, ES, Brazil.
   Moreno, Renaldo D.; Abreu, Luiz C.; Morais, Mauro J. D.; Oliveira, Fabiano S.; Bezerra, Italla M. P., Univ Fed Acre, Lab Multidisciplinar Estudos \& Escrita Cient Cien, Rio Branco, Acre, Brazil.
   Abreu, Luiz C., Univ Limerick, Grad Entry Med Sch, Limerick, Ireland.
   Valenti, Vitor E., Univ Estadual Paulista UNESP, Ctr Estudo Sistema Nervoso Autonomo, Marilia, SP, Brazil.
   Sato, Monica A., Ctr Univ Saude ABC, Fac Med ABC, Dept Morphol \& Physiol, Santo Andre, SP, Brazil.}},
DOI = {{10.1097/MD.0000000000017656}},
Article-Number = {{e17656}},
ISSN = {{0025-7974}},
EISSN = {{1536-5964}},
Keywords = {{autonomic nervous system; blindness; heart rate; visual impairment}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Author-Email = {{cdh.fsp@gmail.com}},
Funding-Acknowledgement = {{ABC School of Medicine of Santo Andre-SP City {[}007/2015
   Fmabc/Ufac/Sessacre]; ABC School of Medicine of State of Acre
   {[}007/2015 Fmabc/Ufac/Sessacre]}},
Funding-Text = {{This work was funded by the agreement of the ABC School of Medicine of
   Santo Andre-SP City and the State of Acre, under the agreement number
   007/2015 Fmabc/Ufac/Sessacre.}},
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   Terathongkum Sangthong, 2004, J Vasc Nurs, V22, P78.}},
Number-of-Cited-References = {{21}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Medicine (Baltimore)}},
Doc-Delivery-Number = {{JS3YH}},
Unique-ID = {{ISI:000500243900010}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000498407700012,
Author = {Stabler, Albert},
Title = {{Race and `Disability Passing' in a Chicago Public School Art Classroom}},
Journal = {{INTERNATIONAL JOURNAL OF ART \& DESIGN EDUCATION}},
Year = {{2019}},
Volume = {{38}},
Number = {{4, SI}},
Pages = {{867-877}},
Month = {{NOV}},
Abstract = {{Race, history and visibility have a great deal to do with how disability
   operated socially and educationally in the Chicago public high school
   art classroom where I taught for ten years. I am severely near-sighted,
   and I am also white, educated and often, but not consistently, able to
   pass for non-disabled. A large number of my students were identified as
   having learning, emotional and behavioural disabilities, diagnoses which
   were certainly conditioned by the institution, but diagnoses which
   perhaps also underrepresented the amount of socially and historically
   occasioned impairment or debility that existed in the low-income
   majority-Black community served by my school. In this article I reflect
   on the overlapping social performances that occurred in terms of
   `disability passing', a state that can characterise both hidden and
   exaggerated or invented impairments. My reflections examine my own
   individual experience in contrast to the long-term experience of the
   African diaspora in and beyond the USA, in order to think about other
   ways to parse the complex factors determining how disability plays out
   in educational environments.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stabler, A (Reprint Author), Univ Illinois, Doctoral Program, Chicago, IL USA.
   Stabler, A (Reprint Author), Appalachian State Univ, Art Educ, Boone, NC 28608 USA.
   Stabler, Albert, Univ Illinois, Doctoral Program, Chicago, IL USA.
   Stabler, Albert, Appalachian State Univ, Art Educ, Boone, NC 28608 USA.}},
DOI = {{10.1111/jade.12275}},
ISSN = {{1476-8062}},
EISSN = {{1476-8070}},
Keywords = {{critical race theory; critical disability studies; art education; urban
   public schools; race and special education; teacher autobiography}},
Keywords-Plus = {{SPECIAL-EDUCATION}},
Research-Areas = {{Art; Education \& Educational Research}},
Web-of-Science-Categories  = {{Art; Education \& Educational Research}},
Author-Email = {{stablera@appstate.edu}},
Cited-References = {{Annamma SA, 2013, RACE ETHNIC EDUC-UK, V16, P1, DOI 10.1080/13613324.2012.730511.
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Number-of-Cited-References = {{39}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Art Des. Educ.}},
Doc-Delivery-Number = {{JP6YC}},
Unique-ID = {{ISI:000498407700012}},
DA = {{2020-03-18}},
}

@article{ ISI:000495183400001,
Author = {Liddiard, Kirsty and Whitney, Sally and Evans, Katy and Watts, Lucy and
   Vogelmann, Emma and Spurr, Ruth and Aimes, Carrie and Runswick-Cole,
   Katherine and Goodley, Dan},
Title = {{Working the edges of Posthuman disability studies: theorising with
   disabled young people with life-limiting impairments}},
Journal = {{SOCIOLOGY OF HEALTH \& ILLNESS}},
Year = {{2019}},
Volume = {{41}},
Number = {{8}},
Pages = {{1473-1487}},
Month = {{NOV}},
Abstract = {{This paper is built upon an assumption: that social theory can be
   generated through a meaningful engagement with a co-researcher group of
   disabled young people. Our co-researchers are theoretical provocateurs
   and theorists in their own right who, through their activism and
   writing, are challenging us to reconsider the meaning of life, death and
   disability. Their work on our funded Economic and Social Research
   Council (ESRC) project has enabled us to consider the promise and
   potential of humanist and posthuman epistemologies, theories,
   methodologies, interventions and activisms. The paper introduces the
   research, the authors of this paper (academics and co-researchers) and
   then explores three layers of analysis that work the edges of posthuman
   thinking; sovereign and assembled selves; affects and desires; mourning
   and affirmation. We conclude by asserting that as a research team we are
   engaging with a DisHuman approach to theory and activism: one that
   blends the pragmatics of humanism with posthuman possibilities.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Liddiard, K (Reprint Author), Univ Sheffield, Sch Educ \& iHuman, Sheffield, S Yorkshire, England.
   Liddiard, Kirsty; Whitney, Sally; Evans, Katy; Watts, Lucy; Vogelmann, Emma; Spurr, Ruth; Aimes, Carrie; Runswick-Cole, Katherine; Goodley, Dan, Univ Sheffield, Sch Educ \& iHuman, Sheffield, S Yorkshire, England.}},
DOI = {{10.1111/1467-9566.12962}},
ISSN = {{0141-9889}},
EISSN = {{1467-9566}},
Keywords = {{disability; youth; palliative; coproduction; research}},
Keywords-Plus = {{ETHICS; ALWAYS; DESIRE}},
Research-Areas = {{Public, Environmental \& Occupational Health; Biomedical Social
   Sciences; Sociology}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health; Social Sciences,
   Biomedical; Sociology}},
Author-Email = {{k.liddiard@sheffield.ac.uk}},
ResearcherID-Numbers = {{Goodley, Dan/K-1391-2014
   }},
ORCID-Numbers = {{Goodley, Dan/0000-0002-0660-5671
   Runswick-Cole, Katherine/0000-0001-9658-9718
   Liddiard, Kirsty/0000-0002-1220-3740}},
Cited-References = {{Ahmed S., 2004, CULTURAL POLITICS EM.
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   Whitney S, 2018, CARN PARTN SO CTR IN.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Sociol. Health Ill.}},
Doc-Delivery-Number = {{JK9UQ}},
Unique-ID = {{ISI:000495183400001}},
OA = {{Green Accepted, Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000491631500010,
Author = {Tan, Paulo and Padilla, Alexis},
Title = {{Prospective mathematics teachers' engagement with inclusive equity: An
   exploratory case study in anti-ableist sociopolitical grounding}},
Journal = {{TEACHING AND TEACHER EDUCATION}},
Year = {{2019}},
Volume = {{86}},
Month = {{NOV}},
Abstract = {{Students with disabilities lack opportunities to engage in cognitively
   challenging mathematics and instead are afforded remedial forms of
   learning in segregated settings. This exploratory case study reports on
   prospective teachers' peer-led responses as they engaged with inclusive
   equity (i.e., inclusive education-oriented concepts) during a reflexive
   conversational assignment. Participants were enrolled in a teacher
   preparation program that embedded elements of Disability Studies in
   Education. Through an interpretive approach, we analyze their responses,
   illustrating how they reflect tensions associated with unlearning
   assumptions derived from medical models of disability. (C) 2019 Elsevier
   Ltd. All rights reserved.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Tan, P (Reprint Author), Univ Hawaii Manoa, Inst Teacher Educ, Everly Hall Room 222A,1776 Univ Ave, Honolulu, HI 96822 USA.
   Tan, Paulo, Univ Hawaii Manoa, Inst Teacher Educ, Everly Hall Room 222A,1776 Univ Ave, Honolulu, HI 96822 USA.
   Padilla, Alexis, Univ New Mexico, Dept Language Literacy \& Sociocultural Studies, MSCO5 3040, Albuquerque, NM 87131 USA.}},
DOI = {{10.1016/j.tate.2019.06.007}},
Article-Number = {{UNSP 102853}},
ISSN = {{0742-051X}},
Keywords = {{Mathematics teacher education; Disability studies; Activity theory;
   Expansive learning; Prospective teachers; Inclusive education; Equity}},
Keywords-Plus = {{ELEMENTARY-SCHOOL TEACHERS; EDUCATION; DISABILITY; STUDENTS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{paulotan@hawaii.edu
   m3689@unm.edu}},
Funding-Acknowledgement = {{Association of Mathematics Teacher Educator's (AMTE) STaR program;
   University of Tulsa's (TU) Faculty Development Summer Fellowship Program}},
Funding-Text = {{We thank the participants for their emerging work in advancing inclusive
   equity. We also thank the Association of Mathematics Teacher Educator's
   (AMTE) STaR program for providing space for this research report to
   develop. We are indebted to Beth HerbelEisenmann, Seanyelle Yagi, Daniel
   Reinholz, Chris Willingham, and anonymous reviewers for their valuable
   feedback on earlier drafts. Last, we are grateful for The University of
   Tulsa's (TU) Faculty Development Summer Fellowship Program for funding
   this study. TU's endorsement of the ideas expressed in this article
   should not be inferred.}},
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Number-of-Cited-References = {{46}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{7}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Teach. Teach. Educ.}},
Doc-Delivery-Number = {{JF8JT}},
Unique-ID = {{ISI:000491631500010}},
DA = {{2020-03-18}},
}

@article{ ISI:000486538800024,
Author = {Gloviczki, Peter Joseph},
Title = {{Kossuth County, Iowa}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2019}},
Volume = {{25}},
Number = {{9-10}},
Pages = {{1075}},
Month = {{NOV}},
Abstract = {{In this autoethnographic postcard, I consider the realities of a
   disabled body alongside the potential of self-driving cars. Placing
   these two considerations into dialogue with one another, I hope to
   embrace a certain vulnerability associated with laying bare a body for
   the sake of more fully understanding its role in a cultural,
   technological, and social context.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gloviczki, PJ (Reprint Author), Coker Coll, Hartsville, SC 29550 USA.
   Gloviczki, Peter Joseph, Coker Coll, Commun, Hartsville, SC USA.}},
DOI = {{10.1177/1077800418789456}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{autoethnography; ethnographies; methodologies; disability studies}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{pgloviczki@coker.edu}},
Cited-References = {{Carless D, 2018, QUAL INQ, V24, P227, DOI 10.1177/1077800417704465.
   Stephenson AE, 2018, QUAL INQ, V24, P170, DOI 10.1177/1077800417704466.}},
Number-of-Cited-References = {{2}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{IY6XE}},
Unique-ID = {{ISI:000486538800024}},
DA = {{2020-03-18}},
}

@article{ ISI:000494106600001,
Author = {Teng, Minnie Y. and Brown, Mary-Lou and Jarus, Tal and Bulk, Laura
   Yvonne},
Title = {{How does a sense of belonging develop in postsecondary? A conceptual
   Belonging in Academia Model (BAM) from sighted perspectives}},
Journal = {{RESEARCH IN EDUCATION}},
Abstract = {{Belonging is associated with increased engagement in academic pursuits
   and well-being. However, there is a lack of research on how a sense of
   belonging develops in academia. The academic environment comprises
   largely of sighted individuals. Exploring sighted students, staff, and
   educators' perceptions of belonging contributes to our understanding of
   environments that foster belonging for sighted individuals and their
   perceptions of the same for people who are blind. We conducted focus
   groups and in-depth interviews with 25 sighted people in academia to
   investigate how sense of belonging develops for them, and what
   facilitators and barriers would impact belonging in academia. Grounded
   theory was used to construct the Belonging in Academia Model (BAM),
   which explores how people perceive, create, and develop belonging in
   academia.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Teng, MY (Reprint Author), Univ British Columbia, Dept Occupat Sci \& Occupat Therapy, 221 \& Wesbrook Mall T325, Vancouver, BC V6T 2B5, Canada.
   Teng, Minnie Y.; Brown, Mary-Lou; Jarus, Tal; Bulk, Laura Yvonne, Univ British Columbia, Dept Occupat Sci \& Occupat Therapy, 221 \& Wesbrook Mall T325, Vancouver, BC V6T 2B5, Canada.}},
DOI = {{10.1177/0034523719882455}},
Early Access Date = {{OCT 2019}},
Article-Number = {{0034523719882455}},
ISSN = {{0034-5237}},
EISSN = {{2050-4608}},
Keywords = {{Postsecondary education; sense of belonging; wellbeing; social justice;
   disability studies}},
Keywords-Plus = {{HIGHER-EDUCATION; QUALITATIVE RESEARCH; IMPAIRED STUDENTS;
   COLLEGE-STUDENTS; EXPERIENCES; DIVERSITY; WOMEN; TRUST}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{minnie.teng@alumni.ubc.ca}},
ORCID-Numbers = {{Teng, Minnie/0000-0002-8819-6516}},
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Number-of-Cited-References = {{79}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Res. Educ.}},
Doc-Delivery-Number = {{JJ4CJ}},
Unique-ID = {{ISI:000494106600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000490242800001,
Author = {Mugoya, George C. T. and Mumba, Mercy N. and Hooper, Lisa M. and Witte,
   Tricia and Youngblood, Madelyn},
Title = {{Depression and intimate partner violence among urban Kenyan caregivers
   of children with disabilities}},
Journal = {{JOURNAL OF PSYCHIATRIC AND MENTAL HEALTH NURSING}},
Year = {{2020}},
Volume = {{27}},
Number = {{1}},
Pages = {{41-53}},
Month = {{FEB}},
Abstract = {{Accessible summaryWhat is known on the subject?
   Caregivers of children with disabilities are at increased risk of
   experiencing interpersonal violence and its consequences; however, there
   is limited research targeting this population. This problem is
   understudied in Sub-Saharan Africa. What this paper adds to existing
   knowledge?
   Study examines intimate partner violence and depression among men and
   women caregivers of children with disabilities. Study findings showed
   that while a higher proportion of women caregivers of children with
   disabilities than men reported experiencing intimate partner violence
   and were at increased risk depression, the differences were not
   statistically significant. Participants reporting any form of violence
   (i.e. psychological aggression or physical assault) were at increased
   risk for depression, with those experiencing a combination of physical
   assault and psychological aggression having the highest risk for
   depression. What are the implications for practice?
   Professionals working families of individuals with disabilities should
   be cognizant of the added stress and comorbid factors associated with
   caring for a child with a disability. Future research should examine
   whether there is a causal relationship between intimate partner violence
   and depression among caregivers of children with disabilities and
   compare this relationship with the general population. Introduction
   Mental health correlates of intimate partner violence (IPV)
   victimization are well documented. However, caregivers of children with
   disabilities (CCWDs) are underrepresented in empirical investigations
   and may have an increased risk of experiencing IPV and its consequences.
   This is particularly important in Sub-Saharan Africa where this problem
   is understudied. Method The present study estimated the prevalence of
   IPV victimization and examined the association between IPV and
   depression in a sample of CCWDs living in Nairobi, Kenya. Results Nearly
   half (49.8\%) of the participants experienced some form of IPV and more
   than half (51.8\%) were at risk of depression. Participants reporting
   psychological and physical violence were 1.76 and 4.81 times more likely
   to be at risk for depression, respectively. Those experiencing a
   combination of physical and psychological violence were 4.85 times more
   likely to be at risk for depression. Discussion Both men and women CCWDs
   are at an increased risk for IPV and depression. Social-cultural factors
   are also important in the prediction of depression risk and should be
   taken into account when working with CCWDs. Implications Mental health
   professionals should be cognizant of the added stress of being a CCWD,
   and the link between CCWDs and comorbid mental health outcomes.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mugoya, GCT (Reprint Author), Univ Alabama, Res Methodol \& Counseling, Dept Educ Studies Psychol, POB 870231, Tuscaloosa, AL 35487 USA.
   Mugoya, George C. T.; Youngblood, Madelyn, Univ Alabama, Res Methodol \& Counseling, Dept Educ Studies Psychol, POB 870231, Tuscaloosa, AL 35487 USA.
   Mumba, Mercy N., Univ Alabama, Capstone Coll Nursing, Tuscaloosa, AL USA.
   Hooper, Lisa M., Univ Northern Iowa, Ctr Educ Transformat, Cedar Falls, IA USA.
   Witte, Tricia, Univ Alabama, Coll Human Environm Sci, Dept Human Dev \& Family Studies, Tuscaloosa, AL USA.}},
DOI = {{10.1111/jpm.12550}},
Early Access Date = {{OCT 2019}},
ISSN = {{1351-0126}},
EISSN = {{1365-2850}},
Keywords = {{caregivers of children with disability; depression; intimate partner
   violence; Kenya}},
Keywords-Plus = {{GENDER-DIFFERENCES; MENTAL-DISORDERS; HEALTH; WOMEN; PREVALENCE; IMPACT;
   STRESS; SAMPLE; EXPERIENCES; VALIDATION}},
Research-Areas = {{Nursing; Psychiatry}},
Web-of-Science-Categories  = {{Nursing; Psychiatry}},
Author-Email = {{gmugoya@ua.edu}},
ResearcherID-Numbers = {{Hooper, Lisa M./AAC-6948-2019}},
ORCID-Numbers = {{Hooper, Lisa M./0000-0002-5493-0110}},
Funding-Acknowledgement = {{Univesity of Alabama Research and Grants Committee (RGC)}},
Funding-Text = {{The Univesity of Alabama Research and Grants Committee (RGC)}},
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   Shandra CL, 2008, J POPUL RES, V25, P357, DOI 10.1007/BF03033895.
   Sireci SG, 2000, APPL MEAS EDUC, V13, P229, DOI 10.1207/S15324818AME1303\_1.
   Solanke B. L., 2017, EUROPEAN SCI J, V11, P201, DOI {[}10.19044/esj.2017.v13n11p201, DOI 10.19044/ESJ.2017.V13N11P201].
   Solanke BL, 2018, BMC INT HEALTH HUM R, V18, DOI 10.1186/s12914-018-0143-9.
   Stiell B., 2006, CARING SICK DISABLED.
   Straus MA, 1996, J FAM ISSUES, V17, P283, DOI 10.1177/019251396017003001.
   Taft CT, 2009, AGGRESS VIOLENT BEH, V14, P50, DOI 10.1016/j.avb.2008.10.001.
   Trute B, 2005, J INTELLECT DEV DIS, V30, P217, DOI 10.1080/13668250500349441.
   Vilagut G, 2016, PLOS ONE, V11, DOI 10.1371/journal.pone.0155431.
   WARFIELD ME, 1999, J DEV BEHAV PEDIATR, V43, P112, DOI DOI 10.1097/00004703-199902000-00002.
   World Health Organization, 2013, GLOBAL REGIONAL ESTI.
   Zlotnick C, 2006, J INTERPERS VIOLENCE, V21, P262, DOI 10.1177/0886260505282564.}},
Number-of-Cited-References = {{78}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{6}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Psychiatr. Ment. Health Nurs.}},
Doc-Delivery-Number = {{KC9VJ}},
Unique-ID = {{ISI:000490242800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000508528300001,
Author = {Ling, Guangming and Buzick, Heather and Belur, Vinetha},
Title = {{The GRE and Students With Disabilities: A Validity Study at 10
   Universities}},
Journal = {{EXCEPTIONAL CHILDREN}},
Abstract = {{We evaluated the validity of using the GRE General Test to assist with
   graduate school admissions for individuals with disabilities. We studied
   a sample of 16,239 graduate students from 10 U.S. research universities
   in three groups: students without any reported disabilities, students
   who reported disabilities and took the computer-delivered GRE with
   accommodations, and students who reported disabilities but took the
   computer-delivered GRE without accommodations. We examined differential
   prediction using multilevel modeling and residual analyses. The results
   revealed that the first-year graduate grade point average of students
   with disabilities was neither over- nor underpredicted by more than one
   tenth of a point on the 0- to 4-grading scale. However, variations on
   the magnitude and direction of differential prediction existed among
   students with different types of disabilities. We discuss data
   collection needs and research on students with disabilities attending
   graduate and professional schools.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Ling, GM (Reprint Author), Educ Testing Serv, 660 ROSEDALE RD,MS 07R, Princeton, NJ 08541 USA.
   Ling, Guangming; Buzick, Heather; Belur, Vinetha, Educ Testing Serv, 660 ROSEDALE RD,MS 07R, Princeton, NJ 08541 USA.}},
DOI = {{10.1177/0014402919872688}},
Early Access Date = {{OCT 2019}},
Article-Number = {{UNSP 0014402919872688}},
ISSN = {{0014-4029}},
EISSN = {{2163-5560}},
Keywords-Plus = {{GRADUATE RECORD EXAMINATIONS; PREDICTIVE-VALIDITY; ADMISSION; SCORES}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{gling@ets.org}},
Cited-References = {{American Educational Research Association American Psychological Association National Council on Measurement in Education Joint Committee on Standards for Educational and Psychological Testing (U.S.), 2014, STAND ED PSYCH TEST.
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   Raudenbush S. W., 2004, HLM 7 HIERARCHICAL L.
   Robin F, 2014, CH CRC STAT SOC BEHA, P325.
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   Sireci S. G., 2005, ED RES, V34, P3, DOI DOI 10.3102/0013189X034001003.
   Sireci SG, 2006, EDUC PSYCHOL MEAS, V66, P305, DOI 10.1177/0013164405282455.
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   Wendler C., 2014, RES FDN GRE REVISED.
   Young J., 2001, 20016 COLL ENTR EX B.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Except. Child.}},
Doc-Delivery-Number = {{KE4LH}},
Unique-ID = {{ISI:000508528300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000496988900002,
Author = {Folkart, Jessica A.},
Title = {{On Doubling and Dis/ability: The Voice and View of Difference in the
   Fiction of Cristina Fernandez Cubas}},
Journal = {{SYMPOSIUM-A QUARTERLY JOURNAL IN MODERN LITERATURES}},
Year = {{2019}},
Volume = {{73}},
Number = {{4}},
Pages = {{219-232}},
Month = {{OCT 2}},
Abstract = {{The award-winning collection of stories by Cristina Fernandez Cubas, La
   habitacion de Nona (2015), focuses on the fear of difference that lurks
   within apparent normality. The title story features the classic
   Fernandez Cubas strategy of a first-person narrator who imposes
   narrative authority and the view of normality, in tension with other
   characters' perspectives that subvert the center of power. Drawing on
   the theoretical framework of Disability Studies, this essay analyzes how
   Fernandez Cubas wields doubling, difference, and voices in ``La
   habitacion de Nona{''} to set up and subvert the able body as an
   unstable and mutable identity position. This approach departs from her
   treatment of disability in her inaugural story, ``Mi hermana Elba.{''}
   In examining how society views and voices difference and disability as a
   social construct, Fernandez Cubas critiques notions of normality and
   unveils the abject as the double that dwells within the self as well as
   the other.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Folkart, JA (Reprint Author), Virginia Tech, Spanish, Blacksburg, VA 24061 USA.
   Folkart, Jessica A., Virginia Tech, Spanish, Blacksburg, VA 24061 USA.}},
DOI = {{10.1080/00397709.2019.1675310}},
ISSN = {{0039-7709}},
EISSN = {{1931-0676}},
Keywords = {{Disability; ableism; abject; difference; doubling; identity; body;
   normality; ``La habitacion de Nona{''}; ``Mi hermana Elba{''}}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{Folkartjfolkart@vt.edu}},
Cited-References = {{Andres-Suarez Irene, 2007, CRISTINA FERNANDEZ C.
   Bermudez Silvia, 2005, MAPPING FICTION CRIS, P151.
   Bieder Maryellen, 2005, MAPPING FICTION CRIS, P41.
   BRETZ ML, 1988, AN LIT ESPAN CONTEMP, V13, P177.
   Brooks Peter, 1984, READING PLOT DESIGN.
   Butler J., 1993, BODIES MATTER DISCUR.
   Cubas Cristina Fernandez, 2018, HABITACION NONA.
   Cubas Cristina Fernandez, 1988, MI HERMANA ELBA ALTI.
   Cubas Cristina Fernandez, 2015, HABITACION NONA.
   Diseno para todos, DISENO TODOS OBSERVA.
   Ferguson PM, 2012, RES PRACT PERS SEV D, V37, P70, DOI 10.2511/027494812802573530.
   Finkelstein Victor, 1980, HANDICAP SOCIAL WORL, P12.
   Folkart JA, 2002, ST 20 C LIT, V26, P285.
   Folkart JA, 2011, PHILOS LITERATURE, V35, P216, DOI 10.1353/phl.2011.0030.
   Folkart Jessica A, 2014, LIMINAL FICTION EDGE.
   Folkart Jessica A, 2000, REV CANADIENSE ESTUD, V24, P343.
   Folkart Jessica A, 2002, ANGLES OTHERNESS POS.
   Fraticelli B, 2015, ROMANCE QUART, V62, P150, DOI 10.1080/08831157.2015.1039879.
   Garcia P, 2015, DQR STUD LIT, V57, P97.
   Gleeson B., 1999, GEOGRAPHIES DISABILI.
   Gleeson B, 1999, SOC ALTERN, V18, P11.
   Glenn K. M., 1992, MONOGRAPHIC REV REV, V8, P125.
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   Gleue J., 1992, MONOGRAPHIC REV, V8, P142.
   Goodley D., 2014, DISABILITY STUDIES T.
   Hales G., 1996, DISABILITY ENABLING.
   Herrero Cecilia Juan, 2007, REV ESTUDIOS LITERAR, V37.
   Higuero Francisco Javier, 2014, REMINISCENCIAS LIT P.
   Higuero Francisco Javier, 2001, IRIS REV IREC, P161.
   Imrie R., 1996, DISABILITY CITY INT.
   Kitchin R, 1998, DISABIL SOC, V13, P343, DOI 10.1080/09687599826678.
   Maestre Bienvenido Morros, 2016, B REAL ACAD ESPANOLA, V96, P239.
   Maginn Alison, 2014, SIGLO 21 LIT CULTURA, V12, P123.
   Poelen AM, 2005, LECTORA, V11, P235.
   Morales Rivera Santiago, 2017, ANATOMIA DESENCANTO.
   Moran Carlos Roberto, 2018, REV HABITACION NONA.
   Neila Javier Pallares, 2017, PROTECCION VIVIENDA.
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   Rueda Ana, 1988, MONOGRAPHIC REV REV, V4, P257.
   Scarlett Elizabeth, 2005, MAPPING FICTION CRIS, P82.
   Swain J., 2013, DISABLING BARRIERS E.
   Vosburg Nancy, 2005, MAPPING FICTION CRIS, P66.
   Wolch Jennifer, 1989, POWER GEOGRAPHY TERR.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Symp.-Q. J. Mod. Lit.}},
Doc-Delivery-Number = {{JN6EJ}},
Unique-ID = {{ISI:000496988900002}},
DA = {{2020-03-18}},
}

@article{ ISI:000489733400002,
Author = {Makkawy, Amin and Moreman, Shane T.},
Title = {{Putting crip in the script: a critical communication pedagogical study
   of communication theory textbooks}},
Journal = {{COMMUNICATION EDUCATION}},
Year = {{2019}},
Volume = {{68}},
Number = {{4, SI}},
Pages = {{401-416}},
Month = {{OCT 2}},
Abstract = {{This critical communication pedagogy study consists of a
   cripistemological analysis of two prominent communication theory
   textbooks to better understand the nondisableist assumptions embedded
   within these textbooks and, by extension, our field's theories.
   Conceiving of the university classroom as an educational cultural
   performance, this study positions these textbooks to be scripts.
   Imitating the vignette-to-application format found in these
   communication theory textbooks, the study offers three new vignettes
   that center disability. Each vignette provides new insight into its
   corresponding communication theory: uncertainty reduction theory,
   sensemaking theory, and structuration theory. By inflecting the crip,
   the corresponding analyses provide lessons into the enactment of our
   theories within the educational cultural performances of our classrooms.
   Each is told from a crip perspective that rescripts compulsory
   nondisableist discourses to better understand crip as humanity, as
   evolutionarily superior, and as universal. This study helps model how to
   explore, explain, and refute embedded nondisableist assumptions within
   and across our field's knowledge bases, as found in textbooks.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Makkawy, A (Reprint Author), Calif State Univ Fresno, Dept Commun, Fresno, CA 93740 USA.
   Makkawy, Amin; Moreman, Shane T., Calif State Univ Fresno, Dept Commun, Fresno, CA 93740 USA.}},
DOI = {{10.1080/03634523.2019.1643898}},
ISSN = {{0363-4523}},
EISSN = {{1479-5795}},
Keywords = {{higher education; academic ableism; critical disability studies;
   capacity; debility}},
Keywords-Plus = {{DISABILITY; QUEER; PERFORMANCE}},
Research-Areas = {{Communication; Education \& Educational Research}},
Web-of-Science-Categories  = {{Communication; Education \& Educational Research}},
Author-Email = {{amakkawy@mail.fresnostate.edu}},
ORCID-Numbers = {{Moreman, Shane/0000-0002-6595-2761}},
Cited-References = {{Alexander BK, 2005, PERFORMANCE THEORIES IN EDUCATION: POWER, PEDAGOGY, AND THE POLITICS OF IDENTITY, P1.
   Bell Elizabeth., 2008, THEORIES PERFORMANCE.
   Berger C. R., 1975, HUMAN COMMUNICATION, V1, P99, DOI {[}DOI 10.1111/J.1468-2958.1975.TB00258.X, 10.1111/j.1468-2958.1975.tb00258.x].
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   California State University, 2018, 2018 FACT BOOK.
   Coopman SJ, 2003, COMM YEARB, V27, P337, DOI 10.1207/s15567419cy2701\_11.
   Dolmage Jay, 2017, ACAD ABLEISM DISABIL.
   EISENBERG EM, 1984, COMMUN MONOGR, V51, P227, DOI 10.1080/03637758409390197.
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   Fassett D. L., 2007, CRITICAL COMMUNICATI.
   Fassett DL, 2016, HANDB COMMUN SCI, V16, P573.
   Fassett DL, 2008, TEXT PERFORM Q, V28, P139, DOI 10.1080/10462930701754390.
   Foster E, 2008, SOUTH COMMUN J, V73, P84, DOI 10.1080/10417940701815683.
   Galloway T., 2007, COMMUNITY PERFORMANC, P227.
   Giddens A., 1984, CONSTITUTION SOC OUT.
   Gilbert CJ, 2014, TEXT PERFORM Q, V34, P144, DOI 10.1080/10462937.2014.885558.
   Griffin E. A., 2019, 1 LOOK COMMUNICATION.
   Hall S., 2007, RACE RACIALIZATION E, P56.
   Hamera J., 2002, TEACHING PERFORMANCE, P121.
   HANNA WJ, 1991, DISABILITY HANDICAP, V6, P49, DOI DOI 10.1080/02674649166780041.
   Iwakuma M., 2000, HDB COMMUNICATION PE, P239.
   Johnson M.L., 2014, J LIT CULTURAL DISAB, V8, P149, DOI DOI 10.3828/jlcds.2014.13.
   Johnson Merri Lisa, 2014, J LIT CULTURAL DISAB, V8, P127, DOI DOI 10.3828/jlcds.2014.12.
   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   Kim J. B., 2017, LATERAL J CULTURAL S, V6, DOI {[}10.25158/L6.1.14, DOI 10.25158/L6.1.14].
   Kuppers Petra, 2017, THEATRE DISABILITY.
   Lloyd M., 1992, DISABILITY HANDICAP, V7, P207.
   Mace R., 1985, DESIGNERS W, V33, P147.
   Mairs N., 1997, WRITING BODY FEMALE, P296.
   Makkawy A, 2018, INTERD DISABIL STUD, P108.
   McGarrity M., 2010, SAGE HDB COMMUNICATI, P107.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   McRuer Robert, 2018, CRIP TIMES DISABILIT.
   Minich Julie Avril, 2016, LATERAL J CULTURAL S, V5, DOI {[}10.25158/L5.1.9, DOI 10.25158/L5.1.9].
   Mitchell David, 2014, J LIT CULTURAL DISAB, V8, P295, DOI DOI 10.3828/jlcds.2014.24.
   Moreman ST, 2018, J INT INTERCULT COMM, V11, P216, DOI 10.1080/17513057.2018.1456557.
   Moreman ST, 2010, COMMUN CRIT-CULT STU, V7, P115, DOI 10.1080/14791421003767912.
   Moser I., 2006, Information Communication \& Society, V9, P373, DOI 10.1080/13691180600751348.
   Nudd D. M., 2001, PERFORMING COMMUNITY, P104.
   Pineau E. L., 2002, TEACHING PERFORMANCE, P41.
   Puar J, 2017, RIGHT MAIM DEBILITY.
   Sandahl C, 2003, GLQ-J LESBIAN GAY ST, V9, P25, DOI 10.1215/10642684-9-1-2-25.
   Sandahl C., 2006, LIMINALITIES J PERFO, V2, P1.
   Sandahl C., 2018, J LIT CULTURAL DISAB, V12, P129, DOI {[}10.3828/jlcds.2018.11, DOI 10.3828/JLCDS.2018.11].
   Sandahl C, 2008, TEXT PERFORM Q, V28, P225, DOI 10.1080/10462930701754481.
   Schalk Sami, 2017, LATERAL J CULTURAL S, V6, DOI {[}10.25158/L6.1.13, DOI 10.25158/L6.1.13].
   SCHRIVER K, 2002, {[}No title captured], V22, P196, DOI DOI 10.1080/10462930216612.
   Scott JA, 2012, SOUTH COMMUN J, V77, P307, DOI 10.1080/1041794X.2012.673852.
   Singer M., 1972, GREAT TRADITION MODE, P67.
   SPRAGUE J, 1992, COMMUN EDUC, V41, P1, DOI 10.1080/03634529209378867.
   St Pierre J, 2015, COMMUN THEOR, V25, P330, DOI 10.1111/comt.12054.
   Thompson B, 2007, COMMUN EDUC, V56, P54, DOI 10.1080/03634520601011575.
   Weick K. E., 1995, SENSEMAKING ORG.
   West I, 2010, COMMUN CRIT-CULT STU, V7, P156, DOI 10.1080/14791421003759174.
   West R., 2018, INTRO COMMUNICATION.
   Yep GA, 2013, J INT INTERCULT COMM, V6, P118, DOI 10.1080/17513057.2013.777087.}},
Number-of-Cited-References = {{59}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Commun. Educ.}},
Doc-Delivery-Number = {{JD1KK}},
Unique-ID = {{ISI:000489733400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000500712900004,
Author = {Scarlatos, Lori and Engoron, Eric and Block, Pamela and Evans, Cassandra},
Title = {{All Together Now: A Collaborative Game to Increase Advocacy Among
   Disabled Individuals}},
Journal = {{INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING}},
Year = {{2019}},
Volume = {{11}},
Number = {{4}},
Pages = {{32-41}},
Month = {{OCT-DEC}},
Abstract = {{A common problem for people with disabilities, particularly those who
   rely on mobility devices, is learning to navigate a new environment.
   This is especially troublesome for students who are attending a new
   university and need to figure out how to get from one place to another.
   All Together Now is a mobile multi-player cooperative game developed for
   two purposes. First, the game, developed by two computer scientists and
   a disability studies scholar, is intended to give disabled students a
   fun way to learn their way around campus, learn how to report
   accessibility issues on that campus, and make friends with people who
   have similar disabilities. Second, the game can be used as a way of
   fostering awareness and advocacy among students without disabilities, by
   having them work in teams where one member is someone with a disability
   that causes them to rely on mobility devices. This article describes the
   implementation of the game within a disability studies course and the
   results of two pilot tests, with both disabled and non-disabled
   participants.}},
Publisher = {{IGI GLOBAL}},
Address = {{701 E CHOCOLATE AVE, STE 200, HERSHEY, PA 17033-1240 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Scarlatos, L (Reprint Author), SUNY Stony Brook, Stony Brook, NY 11794 USA.
   Scarlatos, Lori; Engoron, Eric, SUNY Stony Brook, Stony Brook, NY 11794 USA.
   Block, Pamela, Western Univ, Anthropol, London, ON, Canada.
   Evans, Cassandra, CUNY, New York, NY 10021 USA.}},
DOI = {{10.4018/IJMBL.2019100103}},
ISSN = {{1941-8647}},
EISSN = {{1941-8655}},
Keywords = {{Accessibility; Gaming; Mobility; Technology; Wheelchair Users}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Brown L., 2013, CRITIQUE DISABILITY.
   Brown S., 2002, DISABILITY STUDIES Q, V22.
   Burgstahler S., 2014, REV DISABILITY STUDI, V1.
   Fleischer DZ, 2011, DISABILITY RIGHTS MOVEMENT: FROM CHARITY TO CONFRONTATION, P1.
   Flower A, 2007, REM SPEC EDUC, V28, P72, DOI 10.1177/07419325070280020601.
   French S., 1992, DISABILITY HANDICAP, V7, P257, DOI DOI 10.1080/02674649266780261.
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   Olson T., 2014, BRAILLE MONITOR, V57.
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   Sung HY, 2013, COMPUT EDUC, V63, P43, DOI 10.1016/j.compedu.2012.11.019.
   USDOJ, 2016, ADA CIT GOV COMM PRO.}},
Number-of-Cited-References = {{15}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Mob. Blended Learn.}},
Doc-Delivery-Number = {{JT0TP}},
Unique-ID = {{ISI:000500712900004}},
DA = {{2020-03-18}},
}

@article{ ISI:000491216200011,
Author = {Richards, Cynthia},
Title = {{Living Memory, Embodied Experience, and What Gets Lost in the Story of
   Alexander Pope's The Rape of the Lock}},
Journal = {{ENGLISH LANGUAGE NOTES}},
Year = {{2019}},
Volume = {{57}},
Number = {{2}},
Pages = {{133-142}},
Month = {{OCT}},
Abstract = {{This essay uses Alexander Pope's celebrated poem The Rape of the Lock as
   a case study for understanding how to read literature in a way that is
   more cognizant of loss and for understanding the role of active and
   embodied remembering in doing so. It frames the poem as a type of
   literary memorial and then posits a different way of reading it as a
   form of active remembering and traumatic return. The essay also points
   toward the insights of disability studies and how that framework allows
   a definition of the human that sees loss as constitutive and hence
   ``normal{''} rather than singular. The essay concludes by gesturing
   toward how the meaning/memory of this poem is ongoing and ``subject to
   negotiation{''} - as Michael Rothberg argues in Multidirectional Memory
   - as shaped by current events just as it was shaped by the politics of
   its time.}},
Publisher = {{UNIV COLORADO}},
Address = {{125 HELLEMS BLDG, BOULDER, CO 80309 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Richards, C (Reprint Author), Wittenberg Univ, English, Springfield, OH 45501 USA.
   Richards, Cynthia, Wittenberg Univ, English, Springfield, OH 45501 USA.}},
DOI = {{10.1215/00138282.7716218}},
ISSN = {{0013-8282}},
Keywords = {{memory; embodied experience; Alexander Pope; The Rape of the Lock;
   trauma}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{Benedict Works Cited, 2016, ANNIVERSARY ESSAYS A, P131.
   Caruth Cathy, 1996, UNCLAIMED EXPERIENCE.
   Confino Alon, 2002, WORK MEMORY NEW DIRE, P1.
   Deutsch Helen, 1996, RESEMBLANCE DISGRACE.
   Freud Sigmund, 2003, PSYCHOPATHOLOGY EVER.
   Garland-Thomson Rosemarie, 2002, NWSA J, V14, P1, DOI DOI 10.2979/NWS.2002.14.3.1.
   HOROWITZ G, 2001, {[}No title captured].
   Hunter J. Paul, 2016, ANNIVERSARY ESSAYS A, P3.
   Lacapra Dominick, 2001, WRITING HIST WRITING.
   Mack Maynard, 1982, COLLECTED HIMSELF ES, P372.
   Nichol Donald W, 2016, ANNIVERSARY ESSAYS A.
   Pollmann J., 2017, MEMORY EARLY MODERN.
   Pope Alexander, 1998, RAPE LOCK.
   Pope Alexander, 1713, WINDSOR FOREST.
   Pope Alexander, 2018, RAPE LOCK KEY LOCK.
   Rogers P, 2010, EIGHTEENTH POLIT BIO, P1.
   Rothberg Michael, 2009, MULTIDIRECTIONAL MEM.
   Rousseau G, 2007, CAMBR COMPANION LIT, P210, DOI 10.1017/CCOL9780521840132.017.
   Stephanson Raymond, 2016, ANNIVERSARY ESSAYS A, P113.
   Wall Cynthia, 1998, RAPE LOCK.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Engl. Lang. Notes}},
Doc-Delivery-Number = {{JF2LF}},
Unique-ID = {{ISI:000491216200011}},
DA = {{2020-03-18}},
}

@article{ ISI:000487056100008,
Author = {Cuelenaere, Eduard and Willems, Gertjan and Joye, Stijn},
Title = {{Remaking identities and stereotypes: How film remakes transform and
   reinforce nationality, disability, and gender}},
Journal = {{EUROPEAN JOURNAL OF CULTURAL STUDIES}},
Year = {{2019}},
Volume = {{22}},
Number = {{5-6}},
Pages = {{613-629}},
Month = {{OCT}},
Abstract = {{When films are being remade, they undergo several transformations,
   including changes related to (the representation of) national,
   disability, and gender identities. By drawing on the case of the Flemish
   film Hasta La Vista and its Dutch remake Adios Amigos, this article
   critically investigates the (dis)similarities on these levels through
   the prism of the film remake. Both films are popular road trip movies
   dealing with the adventure of three friends with disabilities who
   overcome boundaries in multiple ways not only by figuratively (and
   almost literally) escaping their parents and their disabilities but also
   through traveling, exploring sexuality, and eventually by dying.
   Although the films deal with almost exactly the same themes, their
   interpretation and contextualization differ considerably. Our findings
   show that as a consequence of the localizing processes embedded in film
   remakes, subtexts which were `originally' ingrained in the source text
   were ignored or even withheld in the newer version. As the involved
   filmmakers built on particular stereotypical visions and myths about
   these specific cultures and national identities, often with the purpose
   of recreating a socio-cultural context, such narrowed perceptions were
   occasionally subverted but also reconsolidated. Finally, we argue that,
   through the remake process, some ableist and patronizing representations
   of, respectively, disability and gender identities were subverted, while
   others were kept or even reinforced. Our results show that such
   transformations point toward specific socio-culturally defined
   disability and gender identities but also toward a shared and almost
   universally shaped disability and gender culture.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cuelenaere, E (Reprint Author), Univ Ghent, B-9000 Ghent, Belgium.
   Cuelenaere, Eduard; Joye, Stijn, Univ Ghent, Dept Commun Sci, Ghent, Belgium.
   Willems, Gertjan, Univ Ghent, Res Fdn Flanders FWO, Ghent, Belgium.
   Joye, Stijn, Univ Ghent, Ctr Cinema \& Media Studies CIMS, Ghent, Belgium.
   Joye, Stijn, Univ Ghent, CJS, Ghent, Belgium.
   Joye, Stijn, Univ Ghent, Hlth Media \& Soc HM\&S Res Grp, Ghent, Belgium.
   Joye, Stijn, Univ Ghent, Ctr Social Study Migrat \& Refugees CESSMIR, Ghent, Belgium.}},
DOI = {{10.1177/1367549418821850}},
ISSN = {{1367-5494}},
EISSN = {{1460-3551}},
Keywords = {{Banal nationalism; comparative film analysis; cross-cultural adaptation;
   cultural studies; disability studies; European cinema; film remakes}},
Research-Areas = {{Cultural Studies}},
Web-of-Science-Categories  = {{Cultural Studies}},
Author-Email = {{eduard.cuelenaere@ugent.be}},
ORCID-Numbers = {{Cuelenaere, Eduard/0000-0003-1637-0308
   Joye, Stijn/0000-0002-9509-6505}},
Cited-References = {{Aitken SC, 2002, ROAD MOVIES BOOK, P349.
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   Broeren J, 2016, HET PAROOL      0907.
   Buruma Ian, 2006, MURDER AMSTERDAM DEA.
   Butler J., 2007, GENDER TROUBLE.
   Cajot J, 2012, MANKE USURPATOR: OVER VERKAVELINGSVLAAMS, P39.
   Casciani D, 2008, BBC NEWS        1119.
   Cuelenaere E, 2016, FRAMES CINEMA J, V10, P1.
   DARGIS M, 1991, SIGHT SOUND, V1, P14.
   Darke P, 1999, THESIS U WARWICK COV.
   De Standaard, 2018, DE STANDAARD.
   DECUYPERE G, 1995, ACTA PSYCHIAT SCAND, V91, P180.
   Deprez K, 2012, MANKE USURPATOR: OVER VERKAVELINGSVLAAMS, P401.
   Dhoest A, 2002, THESIS CATHOLIC U LE.
   Ellcessor E, 2017, DISABILITY MEDIA STU, P1.
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   Fokkema D, 2004, DUTCH CULTURE EUROPE.
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   Fraser B, 2016, 2016 26TH INTERNATIONAL TELECOMMUNICATION NETWORKS AND APPLICATIONS CONFERENCE (ITNAC), P1, DOI 10.1109/ATNAC.2016.7878772.
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   Hayward S, 2005, FRENCH NATL CINEMA.
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   Higson A, 2015, PALG EUR FILM MED ST, P127.
   Hjort M, 2000, CINEMA NATION, P103.
   Impe L, 2008, INT J HUMANIT ARTS C, V2, P101, DOI 10.3366/E1753854809000330.
   Kama A, 2004, COMMUNICATIONS-GER, V29, P447, DOI 10.1515/comm.2004.29.4.447.
   Kennedy JC, 2010, BMGN, V125, P237.
   Livingstone S, 2003, EUR J COMMUN, V18, P477, DOI 10.1177/0267323103184003.
   Mayeur J, 2017, DE STANDAARD.
   Mazdon Lucy, 2000, ENCORE HOLLYWOOD REM.
   Mogk Marja Evelyn, 2013, DIFFERENT BODIES ESS.
   Pisters P, 2011, LESSEN HITCHCOCK HER.
   Rook J-P, 2016, FILM1           0908.
   Spijkerman C, 2016, NPO RADIO1      0805.
   Van der Burg J, 2016, LEEUWARDER COURANT.
   Verevis C, 2006, FILM REMAKES, P1.
   Verheul J, 2016, MULTILINGUAL SCREEN: NEW REFLECTIONS ON CINEMA AND LINGUISTIC DIFFERENCE, P317.
   Verstraten P, 2018, PALG EUR FILM MED ST, P125, DOI 10.1007/978-3-319-73667-9\_7.
   Vertoont S, 2018, SEXUALITIES, V21, P825, DOI 10.1177/1363460717699782.
   Vimeo, 2012, ENTR AV GEOFFR ENTH.
   Waltz M, 2016, CULTURES REPRESENTAT, P93.
   Willems G, 2016, ONS ERFDEEL, V59, P129.
   Willems G, 2014, THESIS GHENT U BE.
   Wils L, 2005, CLOVIS D RUPO LANGE.}},
Number-of-Cited-References = {{51}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{10}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Eur. J. Cult. Stud.}},
Doc-Delivery-Number = {{IZ4LU}},
Unique-ID = {{ISI:000487056100008}},
DA = {{2020-03-18}},
}

@article{ ISI:000485277000002,
Author = {Avalos, Hector},
Title = {{Disability Studies and Biblical Studies: Retrospectives and Prospects}},
Journal = {{INTERPRETATION-A JOURNAL OF BIBLE AND THEOLOGY}},
Year = {{2019}},
Volume = {{73}},
Number = {{4}},
Pages = {{343-354}},
Month = {{OCT}},
Abstract = {{The integration of the field of disability studies with biblical
   scholarship has grown rapidly since the 1990s. This essay provides an
   overview of some of the main developments and explores some directions
   for the future. The essay suggests that the primary challenge is
   integrating disability studies and health care into standard college
   introductions to the Bible.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Avalos, H (Reprint Author), Iowa State Univ, 2224 Osborn Dr, Ames, IA 50011 USA.
   Avalos, Hector, Iowa State Univ, 2224 Osborn Dr, Ames, IA 50011 USA.}},
DOI = {{10.1177/0020964319857604}},
ISSN = {{0020-9643}},
EISSN = {{2159-340X}},
Keywords = {{Disability; Disability Studies; Historicism; Redemption; Rejectionism;
   Sensory Criticism}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{havalos@iastate.edu}},
Cited-References = {{Abrams J. Z., 1998, JUDAISM DISABILITY P.
   Ackerman-Lieberman Phillip, 2013, JEWS BEST FRIEND IMA, P153.
   Albrecht G., 2001, HDB DISABILITY STUDI.
   Albrecht Gary L., 2005, ENCY DISABILITY HIST.
   Anderson David W., 2013, REACHING OUT BRINGIN.
   Anderson R. C., 2003, GRADUATE THEOLOGICAL.
   {[}Anonymous], 1999, J RELIG DISABILITY H.
   {[}Anonymous], 1994, J RELIG DISABILITY R.
   Avalos H., 1999, HLTH CARE RISE CHRIS.
   Avalos Hector, 2015, BAD JESUS ETHICS NEW.
   Avalos Hector, 2007, PRST, V34, P61.
   Avalos Hector, 2007, THIS ABLED BODY RETH.
   Avalos Hector, 1995, HSM, V54.
   Avalos Hector, 2007, THIS ABLED BODY RETH, P47.
   Avrahami Yael, 2011, SENSES SCRIPTURE SEN.
   Bauman H. -D. L., 2014, DEAF GAIN RAISING ST.
   Beates Michael S., 2012, DISABILITY GOSPEL.
   Bell Christopher M., 2012, BLACKNESS DISABILITY.
   Berger Ronald J., 2013, INTRO DISABILITY STU.
   Birch B.C., 2005, THEOLOGICAL INTRO OL.
   Brenner Athalya, 1996, FEMINIST COMPANION H, P286.
   Burgstahler Sheryl, 2015, UNIVERSAL DESIGN INS.
   Campbell Fiona K., 2009, FRONTIERS ABLEISM.
   Capretto P, 2017, J AM ACAD RELIG, V85, P889, DOI 10.1093/jaarel/lfx020.
   Clines D. J. A., 2018, DICT CLASSICAL HEBRE.
   Coakley Sarah, 1997, RELIG BODY.
   Collins John J, 2004, INTRO HEBREW BIBLE.
   Coogan Michael D., 2017, OLD TESTAMENT HIST L.
   Cox Jennifer Anne, 2017, JESUS DISABLED GOD.
   Darby Erin, 2014, INTERPRETING JUDEAN.
   Dever W. G., 2012, LIVES ORDINARY PEOPL.
   Dorman Johanna H. W., 2007, BLEMISHED BODY DEFOR.
   Ehrman Bart D., 2017, BIBLE HIST LIT INTRO.
   Eiesland Nancy., 1994, DISABLED GOD LIBERAT.
   Eiesland Nancy L., 1998, HUMAN DISABILITY SER.
   Erevelles N, 2011, DISABILITY AND DIFFERENCE IN GLOBAL CONTEXTS: ENABLING A TRANSFORMATIVE BODY POLITIC, P1, DOI 10.1057/9781137001184.
   Fiorello M. D., 2014, PHYS DISABLED ANCIEN.
   FUKUYAMA F, 2002, OUR POSTHUMAN FUTURE.
   Gosbell Louise, 2018, POOR CRIPPLED BLIND, P22.
   Grunstaudl Wolfgang, 2012, GESTORTE LEKTURE DIS, P7.
   Guest Deryn, 2012, BIBLE MODERN WORLD, V47.
   Hartsock Chad, 2008, SIGHT BLINDNESS LUKE.
   Henning M, 2015, J LATE ANTIQUITY, V8, P306, DOI 10.1353/jla.2015.0018.
   Henning Meghan R., 2018, J DISABILITY RELIG, V21, P347.
   Hull John M., 2001, BEGINNING THERE WAS.
   Kebaneilwe Mmapula Diana, 2016, J DISABILITY RELIG, V20, P93.
   King Philip J., 2001, LIFE BIBLICAL ISRAEL, P68.
   Kleinman A, 1980, PATIENTS HEALERS CON.
   Kline David, 2017, EMBODIMENT BLACK REL.
   Laes C, 2017, REWRIT ANTIQUITY, P1.
   Langford Andrew M., 2017, J DISABILITY RELIG, V21, P395.
   Lawrence Louise J., 2013, SENSE STIGMA GOSPELS.
   Lim Kar Yong, 2009, SUFFERINGS CHRIST AR.
   Longchar Wati, 2012, ASJT, V26, P29.
   Lopez Elisa Estevez, 2012, PODER MUJER CREYENTE.
   Magdalene F. Rachel, 2007, PERSPECTIVES RELIG S, V34, P23.
   Malcolm Gladwell, 2013, DAVID GOLIATH UNDERD, P14.
   Marx Tzvi, 2002, JEWISH LAW CONTEXT, V3.
   Marx-Wolf H, 2015, J LATE ANTIQUITY, V8, P257, DOI 10.1353/jla.2015.0029.
   McCloughry Roy, 2002, MAKING WORLD DIFFERE.
   McElvaine Robert S., 2009, GRAND THEFT JESUS HI, P35.
   MELCHER SJ, 2017, BIBLE DISABILITY COM.
   Metzger James A., 2011, J RELIG DISABILITY H, V15, P296.
   Meyers Carol L., 2005, HOUSEHOLDS HOLINESS, P63.
   Moss CR, 2011, DISABILITY STUDIES AND BIBLICAL LITERATURE, P1.
   Moss Candida R., 2015, RECONCEIVING INFERTI.
   Newsom Carol A., 2012, WOMENS BIBLE COMMENT.
   Olyan SM, 2008, DISABILITY IN THE HEBREW BIBLE: INTERPRETING MENTAL AND PHYSICAL DIFFERENCES, P1, DOI 10.1017/CBO9780511499036.
   Otieno Pauline A., 2009, DISABILITY STUDIES Q, V29.
   Parsons Mikeal, 2006, BODY CHARACTER LUKE.
   Popper Karl, 1957, POVERTY HIST.
   Raphael Rebecca, 2008, LHBOTS, V445.
   Rebecca Solevag Anna, 2018, ECL, V23, P158.
   Reinders H. S., 2008, RECEIVING GIFT FRIEN.
   Rumsey Abby Smith, 2016, WE ARE NO MORE DIGIT.
   Schalk Sami, 2018, BODYMINDS REIMAGINED.
   Schipper Jeremy, 2006, DISABILITY STUDIES H.
   Scholz Susanne, 2003, BIBLICAL STUDIES ALT.
   Schumm D, 2011, DISABILITY IN JUDAISM, CHRISTIANITY, AND ISLAM: SACRED TEXTS, HISTORICAL TRADITIONS, AND SOCIAL ANALYSIS, pXI.
   Schumm Darla Y., 2016, DISABILITY WORLD REL.
   Scurlock Joanne, 2005, DIAGNOSES ASSYRIAN B.
   Shemesh Aharon, 1997, DSD, V4, P179.
   Smith J.E.H., 2017, EMBODIMENT HIST.
   SNYDER S, 2002, DISABILITY STUDIES E.
   Stiker Henri-Jacques, 2000, HIST DISABILITY.
   Swartley W.M., 2012, HLTH HEALING CHURCHS.
   Wainwright Elaine, 2006, WOMEN HEALING HEALIN.
   Wilson Brittany E., 2015, UNMANLY MEN REFIGURA.
   Wilson Walter T., 2014, HEALING GOSPEL MATTH, P23.
   Yong A., 2007, THEOLOGY DOWN SYNDRO.
   Yong Amos, 2011, BIBLE DISABILITY CHU, P49.
   Zevit Ziony, 2003, RELIG ANCIENT ISRAEL.
   Zucconi Laura, 2019, MED MESOPOTAMIA ROME.
   Zucconi Laura, 2013, CAN NO PHYS FOUND IN.
   2011, WORLD REP DIS, P1.}},
Number-of-Cited-References = {{95}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Interpretation-J. Bible Theol.}},
Doc-Delivery-Number = {{IW8XJ}},
Unique-ID = {{ISI:000485277000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000485277000003,
Author = {Belser, Julia Watts},
Title = {{Disability Studies and Biblical Studies: Retrospectives and Prospects}},
Journal = {{INTERPRETATION-A JOURNAL OF BIBLE AND THEOLOGY}},
Year = {{2019}},
Volume = {{73}},
Number = {{4}},
Pages = {{355-366}},
Month = {{OCT}},
Abstract = {{The integration of the field of disability studies with biblical
   scholarship has grown rapidly since the 1990s. This essay provides an
   overview of some of the main developments and explores some directions
   for the future. The essay suggests that the primary challenge is
   integrating disability studies and health care into standard college
   introductions to the Bible.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Belser, JW (Reprint Author), Georgetown Univ, 37th \& O St, Washington, DC 20057 USA.
   Belser, Julia Watts, Georgetown Univ, Jewish Studies, Washington, DC USA.}},
DOI = {{10.1177/0020964319857605}},
ISSN = {{0020-9643}},
EISSN = {{2159-340X}},
Keywords = {{Disability; Disability Studies; Historicism; Redemption; Rejectionism;
   Sensory Criticism}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{jwb84@georgetown.edu}},
Cited-References = {{Abrams Judith, 1998, JUDAISM DISABILITY P, P16.
   Alexander ES, 2007, CAMBR COMPAN RELIG, P38.
   Belser JW, 2017, REWRIT ANTIQUITY, P434.
   Belser JW, 2011, DISABILITY IN JUDAISM, CHRISTIANITY, AND ISLAM: SACRED TEXTS, HISTORICAL TRADITIONS, AND SOCIAL ANALYSIS, P5.
   BELSER JW, 2018, RABBINIC TALES DESTR.
   Braude W., 1981, TANNA DEBE ELIYAHU, P408.
   Clare Eli, 2017, BRILLIANT IMPERFECTI, P6.
   Dorff Elliot, 2007, HEALING JEWISH IMAGI, P107.
   Friedman M., 1969, SEDER ELIYAHU RABBAH, P171.
   Garland-Thomson R., 2002, DISABILITY STUDIES E, P56.
   Green Tamara M., 2007, HEALING JEWISH IMAGI, P121.
   Kimelman Reuven, 2006, CAMBRIDGE HIST JUDAI, V4, P599.
   Milgrom Jacob, 2000, LEVITICUS 17 22 NEW.
   Olyan SM, 2008, DISABILITY IN THE HEBREW BIBLE: INTERPRETING MENTAL AND PHYSICAL DIFFERENCES, P26, DOI 10.1017/CBO9780511499036.003.
   Raphael Rebecca, 2008, BIBLICAL CORPORA REP, P31.
   Rosen-Zvi Ishay, 2005, MADAEI HAYAHADUT, V43.
   Schipper J, 2013, HEBR BIBLE ANC ISR, V2, P458, DOI 10.1628/219222713X13933396528289.
   Siebers Tobin., 2010, DISABILITY AESTHETIC.
   Spiegel Jacob, 2000, WHY DO WE NOT LOOK P, V5760.}},
Number-of-Cited-References = {{19}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Interpretation-J. Bible Theol.}},
Doc-Delivery-Number = {{IW8XJ}},
Unique-ID = {{ISI:000485277000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000483635600002,
Author = {Melcher, Sarah},
Title = {{Disability and the Hebrew Bible: A Survey and Appraisal}},
Journal = {{CURRENTS IN BIBLICAL RESEARCH}},
Year = {{2019}},
Volume = {{18}},
Number = {{1}},
Pages = {{7-31}},
Month = {{OCT}},
Abstract = {{This article provides an overview and analysis of some significant
   studies on disability in the Hebrew Bible. The discussion of scholarly
   works proceeds chronologically, from earlier to later publications. Many
   different methods are applied in these studies, representing various
   types of biblical criticisms as well as approaches gleaned from
   disability studies. All have merit, but the most helpful of these
   combine a working knowledge of disability studies with historical and
   literary criticisms as practiced by skilled biblical scholars. Some of
   these authors contend that cultural criticism is the best approach
   borrowed from disability studies. While this article surveys these
   analyses holistically, in the case of anthologies, two or more exemplary
   essays are lifted out for consideration. These serve as examples of the
   types of investigations that are being done in the field of disability
   studies and the Bible.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Melcher, S (Reprint Author), Xavier Univ, 3800 Victory Pkwy, Cincinnati, OH 45207 USA.
   Melcher, Sarah, Xavier Univ, 3800 Victory Pkwy, Cincinnati, OH 45207 USA.}},
DOI = {{10.1177/1476993X19861951}},
ISSN = {{1476-993X}},
EISSN = {{1745-5200}},
Keywords = {{Disability; biblical criticism; disability studies; Hebrew Bible;
   cultural criticism; ability}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{melcher@xavier.edu}},
Cited-References = {{Ackerman S, 2011, DISABILITY STUDIES AND BIBLICAL LITERATURE, P29.
   Avalos H., 1995, ILLNESS HEALTHCARE A, V54.
   Avalos H., 2007, SEMEIA STUDIES, V55.
   Couey J.B., 2017, STUDIES RELIG THEOLO, P215.
   DOUGLAS M, 1972, DAEDALUS-US, P61.
   Douglas Mary., 1984, PURITY DANGER ANAL C.
   Goodley D, 2017, DISABILITY STUDIEI.
   Junior N., 2013, NEW MEANINGS ANCIENT, P21.
   Koosed J.L., 2017, STUDIES RELIG THEOLO, P189.
   Melcher S.J., 2017, STUDIES RELIG THEOLO.
   Meyers Carol, 2013, REDISCOVERING EVE AN.
   Mitchell David T., 2000, NARRATIVE PROSTHESIS.
   Mitchell W. J. T., 1995, CRITICAL TERMS LIT S, P11.
   Moss CR, 2011, DISABILITY STUDIES AND BIBLICAL LITERATURE, P1.
   Moss Candida R., 2015, RECONCEIVING INFERTI.
   Olyan SM, 2008, DISABILITY IN THE HEBREW BIBLE: INTERPRETING MENTAL AND PHYSICAL DIFFERENCES, P1, DOI 10.1017/CBO9780511499036.
   Raphael R, 2011, DISABILITY STUDIES AND BIBLICAL LITERATURE, P103.
   Raphael Rebecca, 2008, LHBOTS, V445.
   Schipper J., 2006, LHBOTS, V441.
   Shakespeare T., 2013, DISABILITY RIGHTS WR.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Curr. Biblic. Res.}},
Doc-Delivery-Number = {{IU5NX}},
Unique-ID = {{ISI:000483635600002}},
DA = {{2020-03-18}},
}

@article{ ISI:000488798300001,
Author = {Bolt, David},
Title = {{Radio blindness: interdisciplinarity, ocularnormativity, and young
   people's preparation for academia}},
Journal = {{JOURNAL OF FURTHER AND HIGHER EDUCATION}},
Abstract = {{True to the field of Cultural Disability Studies in Education (CDSE),
   this project adopts an explicitly interdisciplinary approach in order to
   explore representations of disability and the related social attitudes
   and experiences. Disability studies and radio studies are brought
   together to predicate and inform the analysis of a sample of
   education-centred discussions featured in In Touch, a long-running BBC
   Radio 4 programme made for, and by, people who have visual impairments.
   Critical Discourse Analysis (CDA) is applied to the subthemes of
   mainstream-special schooling and social interaction, which are organised
   in accordance with the tripartite model of disability in order to avoid
   one-dimensional readings. The project cuts across the mainstream-special
   binary and reveals the epistemological value of non-normative community
   in both preparing for, and succeeding in, 21th-century academia.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Bolt, D (Reprint Author), Liverpool Hope Univ, Sch Social Sci, Liverpool, Merseyside, England.
   Bolt, David, Liverpool Hope Univ, Sch Social Sci, Liverpool, Merseyside, England.}},
DOI = {{10.1080/0309877X.2019.1669774}},
Early Access Date = {{SEP 2019}},
ISSN = {{0309-877X}},
EISSN = {{1469-9486}},
Keywords = {{Blindness; tripartite model of disability; cultural disability studies
   in education; mainstream-special education; social interaction;
   preparing for academia}},
Keywords-Plus = {{INCLUSIVE EDUCATION; DISABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{boltd@hope.ac.uk}},
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Number-of-Cited-References = {{42}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Furth. High. Educ.}},
Doc-Delivery-Number = {{JB8EF}},
Unique-ID = {{ISI:000488798300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000488181600001,
Author = {Flynn, Susan},
Title = {{Theorizing disability in child protection: applying critical disability
   studies to the elevated risk of abuse for disabled children}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{The assumption that addressing disability-related child protection risks
   is the preserve of child protection academics, is perhaps the basis of
   the dearth of theoretical papers emerging from disability studies, on
   what is an intercontinental and evidently substantial problem for
   disabled children and their families. Disabled children are
   over-represented in their contact with child protection professionals,
   and in their likelihood of availing of out-of-home placements. Moreover,
   this is aligned to strong research evidence around a significantly
   enhanced risk of experiencing all kinds of abuse. The lack of explicitly
   non-tragedy perspectives on disability in this area risks perpetuation
   of discourses of misfortune and lack. Whilst overall, insufficient
   quantity of knowledge exists on the subject area. Selective use of
   theoretical insights from the proliferating field of Critical Disability
   Studies in this paper relieves the scarcity of theorisation around the
   identified problem of disproportionately high risk of abuse and neglect
   for disabled children.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Flynn, S (Reprint Author), Univ Dublin, Trinity Coll Dublin, Dublin D02 PN40 2, Ireland.
   Flynn, Susan, Univ Dublin, Trinity Coll Dublin, Dublin D02 PN40 2, Ireland.}},
DOI = {{10.1080/09687599.2019.1669433}},
Early Access Date = {{SEP 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Critical disability studies; abuse; neglect; children}},
Keywords-Plus = {{SOCIAL-WORK; POVERTY; AUSTERITY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Flynnsusan437@gmail.com}},
ResearcherID-Numbers = {{Flynn, Susan/AAG-4169-2020}},
ORCID-Numbers = {{Flynn, Susan/0000-0002-2807-0866}},
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Number-of-Cited-References = {{89}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{JA9PO}},
Unique-ID = {{ISI:000488181600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000488722800001,
Author = {Ballo, Jannike Gottschalk},
Title = {{Labour Market Participation for Young People with Disabilities: The
   Impact of Gender and Higher Education}},
Journal = {{WORK EMPLOYMENT AND SOCIETY}},
Abstract = {{To what extent does higher education promote labour market participation
   for disabled people in school-to-work transitions and early career
   trajectories? This article argues that the effect of higher education on
   labour market outcomes for disabled people must be studied in
   correlation to gender. Intersectional theory warns against the
   generalisability of the female and male experiences, and predicts that
   disability may influence sexism, and that gender may influence
   disableism. Norwegian full-population register data on recipients of
   disability benefits are used to explore the effect of higher education
   on three labour market outcomes for men and women with disabilities.
   Contrary to common intersectionality expectations, the results show that
   men experience more extreme employment disadvantages related to their
   disabilities than women. Higher education has a stronger effect on
   participation for disabled women than for disabled men. However, gender
   differences in participation are smaller for people with disabilities
   than for the general population.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Ballo, JG (Reprint Author), OsloMet, Work Res Inst, Postbox 4,St Olays Plass, N-0130 Oslo, Norway.
   Ballo, Jannike Gottschalk, OsloMet, Oslo, Norway.}},
DOI = {{10.1177/0950017019868139}},
Early Access Date = {{SEP 2019}},
Article-Number = {{UNSP 0950017019868139}},
ISSN = {{0950-0170}},
EISSN = {{1469-8722}},
Keywords = {{disability; employment; feminist disability studies; gender; higher
   education; intersectionality; labour market participation; part-time
   work; work outcome}},
Keywords-Plus = {{DISABLED PEOPLE; INTERSECTIONALITY; WORK; EMPLOYMENT; IMPAIRMENTS;
   EQUALITY; NORWAY; MODELS}},
Research-Areas = {{Business \& Economics; Sociology}},
Web-of-Science-Categories  = {{Economics; Industrial Relations \& Labor; Sociology}},
Author-Email = {{jannba@oslomet.no}},
Funding-Acknowledgement = {{Research Council of NorwayResearch Council of Norway {[}256646/H10]}},
Funding-Text = {{The author disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: The research
   was funded by the Research Council of Norway grant number 256646/H10.}},
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Number-of-Cited-References = {{63}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{5}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Work Employ. Soc.}},
Doc-Delivery-Number = {{JB7DQ}},
Unique-ID = {{ISI:000488722800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000487265500001,
Author = {Miot, Stephanie and Akbaraly, Tasnime and Michelon, Cecile and Couderc,
   Sylvie and Crepiat, Sophie and Loubersac, Julie and Picot,
   Marie-Christine and Pernon, Eric and Gonnier, Veronique and Jeandel,
   Claude and Blain, Hubert and Baghdadli, Amaria},
Title = {{Comorbidity Burden in Adults With Autism Spectrum Disorders and
   Intellectual Disabilities-A Report From the EFAAR (Frailty Assessment in
   Ageing Adults With Autism Spectrum and Intellectual Disabilities) Study}},
Journal = {{FRONTIERS IN PSYCHIATRY}},
Year = {{2019}},
Volume = {{10}},
Month = {{SEP 19}},
Abstract = {{Background: Autism spectrum disorder (ASD) is an early-onset and
   lifelong neurodevelopmental condition frequently associated with
   intellectual disability (ID). Although emerging studies suggest that ASD
   is associated with premature ageing and various medical comorbidities,
   as described for ID, data are scarce.
   Objectives: To determine the comorbidity burden and its association with
   distinct clinical presentation in terms of ASD severity, adaptive
   skills, level of autonomy, and drug exposure in a well-phenotyped sample
   of individuals with ASD-ID - the EFAAR (Frailty Assessment in Ageing
   Adults with Autism Spectrum and Intellectual Disabilities) cohort.
   Methods: A total of 63 adults with ASD-ID, with a mean age of 42.9 +/-
   15.1 years, were recruited from 2015 to 2017 from nine specialized
   institutions. They underwent detailed clinical examinations, including
   screening for comorbidities, ASD severity {[}Childhood Autism Rating
   Scale (CARS)], adaptive functioning {[}Vineland Adaptive Behavior Scale
   II (VABS-II)], autonomy {[}activities of daily living (ADLs)], and drug
   use {[}polypharmacy and the Drug Burden Index (DBI)]. The comorbidity
   burden was evaluated using the Cumulative Illness Rating Scale (CIRS-G)
   and its sub-scores {[}the severity index (CIRS-SI) and severe
   comorbidity (CIRS-SC)].
   Results: We found a large range of comorbidities, including
   gastrointestinal disorders and mental and neurological diseases.
   Overall, 25\% of our ASD-ID sample had chronic kidney disease with the
   associated increased cardiovascular risk factors. The comorbidity burden
   was high (mean CIRS-G total score of 10.6 +/- 4.8), comparable with that
   observed among patients older than those in our population hospitalized
   in geriatric departments. Furthermore, the comorbidity burden positively
   correlated with age, decreased autonomy, and polypharmacy.
   Conclusion: The severity of the comorbidity burden associated with
   premature ageing in adults with ASD and ID highlight their crucial need
   of personalized medical care.}},
Publisher = {{FRONTIERS MEDIA SA}},
Address = {{AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Miot, S (Reprint Author), Ctr Rech Epidemiol \& Sante Populat, INSERM U1178, CESP, Paris, France.
   Miot, S (Reprint Author), Univ Montpellier, CHRU Montpellier, Autism Resources Ctr Languedoc Roussillon, Univ Hosp Montpellier, Montpellier, France.
   Miot, S (Reprint Author), Univ Montpellier, Gerontol Ctr, Univ Hosp Montpellier, CHRU Montpellier, Montpellier, France.
   Miot, Stephanie; Baghdadli, Amaria, Ctr Rech Epidemiol \& Sante Populat, INSERM U1178, CESP, Paris, France.
   Miot, Stephanie; Akbaraly, Tasnime; Michelon, Cecile; Couderc, Sylvie; Crepiat, Sophie; Loubersac, Julie; Pernon, Eric; Gonnier, Veronique; Baghdadli, Amaria, Univ Montpellier, CHRU Montpellier, Autism Resources Ctr Languedoc Roussillon, Univ Hosp Montpellier, Montpellier, France.
   Miot, Stephanie; Jeandel, Claude; Blain, Hubert, Univ Montpellier, Gerontol Ctr, Univ Hosp Montpellier, CHRU Montpellier, Montpellier, France.
   Akbaraly, Tasnime, Univ Montpellier, MMDN, EPHE, INSERM,U1198, Montpellier, France.
   Akbaraly, Tasnime, UCL, Dept Epidemiol \& Publ Hlth, London, England.
   Picot, Marie-Christine, Univ Montpellier, Biostat Dept, Univ Hosp Montpellier, CHRU Montpellier, Montpellier, France.}},
DOI = {{10.3389/fpsyt.2019.00617}},
Article-Number = {{617}},
ISSN = {{1664-0640}},
Keywords = {{autism spectrum disorder; intellectual disability; ageing; comorbidity
   burden; CIRS}},
Keywords-Plus = {{ILLNESS RATING-SCALE; OLDER-PEOPLE; FOLLOW-UP; HEALTH; INDIVIDUALS;
   INDEX; MEDICATIONS; EPILEPSY; SELF; MULTIMORBIDITY}},
Research-Areas = {{Psychiatry}},
Web-of-Science-Categories  = {{Psychiatry}},
Author-Email = {{s-miot@chu-montpellier.fr}},
Funding-Acknowledgement = {{CNSA-IResP grant; Center of Excellence in Neurodegenerative Diseases
   (CoEN) of Montpellier}},
Funding-Text = {{The EFAAR study is financially supported by a CNSA-IResP grant. TNA has
   been supported by the Center of Excellence in Neurodegenerative Diseases
   (CoEN) of Montpellier.}},
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Number-of-Cited-References = {{67}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{8}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Front. Psychiatry}},
Doc-Delivery-Number = {{IZ7IN}},
Unique-ID = {{ISI:000487265500001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000489482500001,
Author = {Martinez-Alvarez, Patricia},
Title = {{Redistribution of Labor to Prepare Teachers to Work in Inclusive
   Bilingual Classrooms}},
Journal = {{URBAN EDUCATION}},
Abstract = {{Urban contexts where children with a range of abilities, languages, and
   cultures are served demand unique teacher preparation models. This study
   contends that ensuring unrestrictive learning environments in inclusive
   bilingual classrooms, where multiple educators work together, requires
   teachers to attend to division-of-labor. Informed by cultural historical
   activity theory, this article explores the kinds of division-of-labor
   dynamics surfacing in 35 multivoiced postlesson discussions. The focus
   on division-of-labor surfaced the need for teachers to collectively
   attend to students' learning while they ``hold the center,{''} and
   purposefully centering student agency. The analysis offers insight for
   the preparation of teachers for inclusive bilingual classrooms.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Martinez-Alvarez, P (Reprint Author), Columbia Univ, Teachers Coll, New York, NY 10027 USA.
   Martinez-Alvarez, Patricia, Columbia Univ, Teachers Coll, Dept Arts \& Humanities, Bilingual Bicultural Educ, New York, NY 10027 USA.}},
DOI = {{10.1177/0042085919873697}},
Early Access Date = {{SEP 2019}},
Article-Number = {{UNSP 0042085919873697}},
ISSN = {{0042-0859}},
EISSN = {{1552-8340}},
Keywords = {{bilingual education; inclusive education; least restrictive environment;
   urban teacher education; disability studies in education}},
Keywords-Plus = {{PROFESSIONAL-DEVELOPMENT; LANGUAGE LEARNERS; DISABILITY; EXPERIENCES;
   NEEDS; RACE}},
Research-Areas = {{Education \& Educational Research; Urban Studies}},
Web-of-Science-Categories  = {{Education \& Educational Research; Urban Studies}},
Author-Email = {{pmartinez@tc.columbia.edu}},
Funding-Acknowledgement = {{Clinically Rich Intensive Teacher Institute in Bilingual Education and
   English as a Second Language program from the New York State Education
   Department, Office of Bilingual Education and Foreign Language Studies
   {[}C402297]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   project was partially funded by a Clinically Rich Intensive Teacher
   Institute in Bilingual Education and English as a Second Language
   program from the New York State Education Department, Office of
   Bilingual Education and Foreign Language Studies (Award Number C402297).}},
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Number-of-Cited-References = {{53}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Urban Educ.}},
Doc-Delivery-Number = {{JC7UB}},
Unique-ID = {{ISI:000489482500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000494966900002,
Author = {Oliver, Michael},
Title = {{Activism and the academy: losing the ideological and material battles}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{7-8, SI}},
Pages = {{1028-1033}},
Month = {{SEP 14}},
Abstract = {{In this article written in the summer of 2018 Professor Michael Oliver
   sought to convey a sense of urgency about the need to reinvigorate the
   relationship between disability, the academy and activism. In his usual
   clear unswerving style that is both liberating and enabling in its
   directness he calls upon all engaged with the journal to remember that
   the foundations of disability studies emerged out of democratic
   organisations of disabled people and must remain committed to placing
   the experiences of disabled people at the centre of academic and
   activist enterprise. He places emphasis on the original purpose of the
   journal to build on the social model of disability in order to produce
   real social change expressing frustration about what he saw as an
   increasing ineffectualness within the academic community to confront
   what is really happening to disabled people. He is forthright when
   describing his hope that disability activists and academics will
   strengthen the future of disabled people, and the future of disability
   studies too, by working ever more closely together.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
DOI = {{10.1080/09687599.2019.1612637}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability; activism; politics; pride; social model; managerialism;
   ideology; change}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Cited-References = {{FINKELSTEIN V, 1980, ATTITUDES DISABLED P.
   Prime Minister's Strategy Unit, 2005, IMPR LIF CHANC DIS P.}},
Number-of-Cited-References = {{2}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{JK6QN}},
Unique-ID = {{ISI:000494966900002}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000494680300010,
Author = {Richie, Cristina S.},
Title = {{Not Sick: Liberal, Trans, and Crip Feminist Critiques of Medicalization}},
Journal = {{JOURNAL OF BIOETHICAL INQUIRY}},
Year = {{2019}},
Volume = {{16}},
Number = {{3}},
Pages = {{375-387}},
Month = {{SEP}},
Abstract = {{Medicalization occurs when an aspect of embodied humanity is scrutinized
   by the medical industry, claimed as pathological, and subsumed under
   medical intervention. Numerous critiques of medicalization appear in
   academic literature, often put forth by bioethicists who use a variety
   of ``lenses{''} to make their case. Feminist critiques of medicalization
   raise the concerns of the politically disenfranchised, thus seeking to
   protect women-particularly natal sex women-from medical exploitation.
   This article will focus on three feminist critiques of medicalization,
   which offer an alternative narrative of sickness and health. I will
   first briefly describe the philosophical origins of medicalization.
   Then, I will present three feminist critiques of medicalization. Liberal
   feminism, trans feminism, and crip feminism tend to regard Western
   medicine with a hermeneutics of suspicion and draw out potential harms
   of medicalization of reproductive sexuality, gender, and disability,
   respectively. While neither these branches of feminism-nor their
   critiques-are homogenous, they provide much-needed commentaries on
   phallocentric medicine. I will conclude the paper by arguing for the
   continual need for feminist critiques of medicalization, using uterus
   transplantation as a relevant case study.}},
Publisher = {{SPRINGER}},
Address = {{ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Richie, CS (Reprint Author), East Carolina Univ, Brody Sch Med, Dept Bioeth \& Interdisciplinary Studies, 600 Moye Blvd, Greenville, NC 27834 USA.
   Richie, Cristina S., East Carolina Univ, Brody Sch Med, Dept Bioeth \& Interdisciplinary Studies, 600 Moye Blvd, Greenville, NC 27834 USA.}},
DOI = {{10.1007/s11673-019-09922-4}},
ISSN = {{1176-7529}},
EISSN = {{1872-4353}},
Keywords = {{Medicalization; Bioethics; Feminism; Gay and lesbian studies; Disability
   studies; Crip theory; Queer bioethics; Reproductive ethics; Transgender}},
Keywords-Plus = {{DISABILITY; CHILDREN; QUEER; BIOETHICS}},
Research-Areas = {{Social Sciences - Other Topics; Medical Ethics; Social Issues;
   Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Medical Ethics; Social Issues; Social Sciences, Biomedical}},
Author-Email = {{RichieC17@ecu.edu}},
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Number-of-Cited-References = {{85}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{J. Bioethical Inq.}},
Doc-Delivery-Number = {{JK2ME}},
Unique-ID = {{ISI:000494680300010}},
DA = {{2020-03-18}},
}

@article{ ISI:000500915700008,
Author = {Young, Davey and Schaefer, Matthew Y. and Lesley, Jamie},
Title = {{Accommodating Students with Disabilities Studying English as a Foreign
   Language (Practice Brief)}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2019}},
Volume = {{32}},
Number = {{3, SI}},
Pages = {{311-319}},
Month = {{FAL}},
Abstract = {{Students with disabilities (SWD) can encounter a number of challenges in
   foreign language education, a field in which practitioners are too often
   untrained in special education. Additionally, there are few resources
   available for postsecondary foreign language program administrators who
   wish to systematize support for SWD enrolled in their courses. This
   practice brief describes an eight-stage framework created to accommodate
   SWD enrolled in mandatory English as a foreign language course at a
   university in Japan. This framework includes initial referral and class
   placement, the creation of multidisciplinary teams, specific
   interventions, and review. Ongoing collaboration and teacher training
   supplement this framework and its implementation. Grade and attendance
   rate analysis pre- and post-implementation suggests that this framework
   helps ensure SWD in the present context can meet course objectives.
   Implications and portability of this framework are also discussed.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Young, D (Reprint Author), Rikkyo Univ, Ctr English Discuss Class, Tokyo, Japan.
   Young, Davey, Rikkyo Univ, Ctr English Discuss Class, Tokyo, Japan.
   Schaefer, Matthew Y.; Lesley, Jamie, Rikkyo Univ, Tokyo, Japan.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{English as a foreign language; higher education; inclusive instruction;
   reasonable accommodations; disability services}},
Keywords-Plus = {{SERVICES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{dcyoung@rikkyo.ac.jp
   myschaefer1920@gmail.com
   jlesley@icu.ac.jp}},
Cited-References = {{Boeltzig-Brown H, 2017, J POSTSECOND EDUC DI, V30, P61.
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Number-of-Cited-References = {{18}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{JT3TM}},
Unique-ID = {{ISI:000500915700008}},
DA = {{2020-03-18}},
}

@article{ ISI:000496737800002,
Author = {Bielefeld, Shelley and Beaupert, Fleur},
Title = {{Income Management and Intersectionality: Analysing Compulsory Income
   Management through the Lenses of Critical Race Theory and Disability
   Studies ('Discrit')}},
Journal = {{SYDNEY LAW REVIEW}},
Year = {{2019}},
Volume = {{41}},
Number = {{3}},
Pages = {{327-357}},
Month = {{SEP}},
Abstract = {{This article investigates the relationship between racism, ableism and
   classism in the context of compulsory income management, with a focus on
   difficulties encountered by people experiencing these intersections. We
   analyse government-commissioned evaluation reports of income management
   in the Northern Territory, using Critical Race Theory and Disability
   Studies as analytical tools. Experiences of social security recipients
   falling within the `vulnerable' income management stream who
   participated in the evaluation indicate that Indigenous people with a
   disability are at greater risk of social exclusion due to the negative
   impacts of compulsory income management law. We argue that diminished
   financial autonomy caused by the `vulnerable' income management measure
   has produced significant harm for some recipients, undermining their
   capacity to secure basic needs. We also consider human rights
   compatibility problems with `vulnerable' income management, drawing upon
   international human rights principles, and conclude that it produces
   indirect race and disability discrimination.}},
Publisher = {{SYDNEY LAW SCH}},
Address = {{LAW SCH BUILDING F10 LEVEL 3, EASTERN AVE, UNIV SYDNEY, SYDNEY, NSW
   2006, AUSTRALIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bielefeld, S (Reprint Author), Griffith Univ, Griffith Law Sch, Nathan, Qld, Australia.
   Bielefeld, S (Reprint Author), Griffith Univ, Law Futures Ctr, Nathan, Qld, Australia.
   Bielefeld, Shelley, Griffith Univ, Griffith Law Sch, Nathan, Qld, Australia.
   Bielefeld, Shelley, Griffith Univ, Law Futures Ctr, Nathan, Qld, Australia.}},
ISSN = {{0082-0512}},
EISSN = {{1444-9528}},
Keywords-Plus = {{CASHLESS DEBIT CARD; INDIGENOUS PEOPLES; SOCIAL-JUSTICE; WOMEN; RIGHTS;
   IDENTITY; STATE; LAWS}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Law}},
Funding-Acknowledgement = {{Australian Research Council ('ARC')Australian Research Council
   {[}DE180100599]}},
Funding-Text = {{Australian Research Council ('ARC') Discovery Early Career Researcher
   Award ('DECRA') Fellow (DE180100599); Senior Lecturer, Griffith Law
   School and the Law Futures Centre, Griffith University, Queensland,
   Australia.}},
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Number-of-Cited-References = {{115}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Syd. Law Rev.}},
Doc-Delivery-Number = {{JN2NN}},
Unique-ID = {{ISI:000496737800002}},
DA = {{2020-03-18}},
}

@article{ ISI:000495071200002,
Author = {Garcia-Donoso, Daniel},
Title = {{(Un)Building the nation's body: Disabled citizenship in Huevos de oro
   (1993) and Cinco metros cuadrados (2011)}},
Journal = {{STUDIES IN SPANISH \& LATIN AMERICAN CINEMAS}},
Year = {{2019}},
Volume = {{16}},
Number = {{3}},
Pages = {{315-333}},
Month = {{SEP 1}},
Abstract = {{This article analyses Huevos de oro/Golden Balls (Luna, 1993) and Cinco
   metros cuadrados/Five Square Meters (Lemcke, 2011) as contrasting
   examples of the complex relationship between the transformations of
   place and space and the emergence of forms of marginal subjectivities
   shaped by notions of precarity and disability. I propose to call the
   cinematic translation of this coalescence `disabled citizenship', which
   understands the experience of precarity through a conflicting
   interaction with the built environment that has profound physical and
   affective consequences.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Garcia-Donoso, D (Reprint Author), Catholic Univ Amer, Modern Language \& Literatures, 204B McMahon Hall, Washington, DC 20064 USA.
   Garcia-Donoso, Daniel, Catholic Univ Amer, Modern Language \& Literatures, 204B McMahon Hall, Washington, DC 20064 USA.}},
DOI = {{10.1386/slac\_00002\_1}},
ISSN = {{2050-4837}},
EISSN = {{2050-4845}},
Keywords = {{contemporary Spanish cinema; disability studies; Jose Juan Bigas Luna;
   Max Lemcke; affect; space}},
Research-Areas = {{Film, Radio \& Television}},
Web-of-Science-Categories  = {{Film, Radio, Television}},
Author-Email = {{garciadonoso@cua.edu}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{STUD. SPAN. LAT. AM. CINE.}},
Doc-Delivery-Number = {{JK8EB}},
Unique-ID = {{ISI:000495071200002}},
DA = {{2020-03-18}},
}

@article{ ISI:000487484800003,
Author = {Houston, Ella},
Title = {{The impact of advertisements on women's psychological and emotional
   states: exploring navigation and resistance of disabling stereotypes}},
Journal = {{MEDIA CULTURE \& SOCIETY}},
Year = {{2019}},
Volume = {{41}},
Number = {{6}},
Pages = {{791-807}},
Month = {{SEP}},
Abstract = {{Representations of disabled women in advertising have been historically
   problematic. Largely, such portrayals have reinforced disability and
   gender stereotypes. This is an important issue to address because
   cultural representations have the ability to challenge or support
   widespread attitudes and beliefs surrounding identity groups. In
   addition, representations can generate micro level impact, for example,
   influencing how individual's perceive themselves. In this article,
   Thomas's (1999) concept of psycho-emotional disablism is used to enhance
   understandings of the relationship between advertising messages and
   individual psychological and emotional states. The feminist disability
   studies research presented in this article explores how women with
   mental health issues navigate advertising portrayals of mental health
   and gender. The findings develop existing knowledge of psycho-emotional
   disablism through demonstrating how individuals often use problematic
   advertising messages and memories of psycho-emotional oppression as a
   vehicle for positive self-transformation and as a way of resisting
   cultural stereotypes.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Houston, E (Reprint Author), Liverpool Hope Univ, Taggart Ave, Liverpool L16 9JD, Merseyside, England.
   Houston, Ella, Liverpool Hope Univ, Taggart Ave, Liverpool L16 9JD, Merseyside, England.}},
DOI = {{10.1177/0163443718813484}},
ISSN = {{0163-4437}},
EISSN = {{1460-3675}},
Keywords = {{advertising; audience response; disabled women; feminist disability
   studies; mass media; mental health; psycho-emotional disablism;
   stereotypes}},
Keywords-Plus = {{DISABILITY; ROLES}},
Research-Areas = {{Communication; Sociology}},
Web-of-Science-Categories  = {{Communication; Sociology}},
Author-Email = {{houstoe@hope.ac.uk}},
Cited-References = {{AGRES SJ, 1990, {[}No title captured].
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   2016, CIRE ANTILLES GUYANE, V1, P1.}},
Number-of-Cited-References = {{61}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{10}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Media Cult. Soc.}},
Doc-Delivery-Number = {{JA0FG}},
Unique-ID = {{ISI:000487484800003}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000486218000002,
Author = {Gordon, Tess and Dew, Angela and Dowse, Leanne},
Title = {{Listen, learn, build, deliver? Aboriginal and Torres Strait Islander
   policy in the National Disability Insurance Scheme}},
Journal = {{AUSTRALIAN JOURNAL OF SOCIAL ISSUES}},
Year = {{2019}},
Volume = {{54}},
Number = {{3}},
Pages = {{224-244}},
Month = {{SEP}},
Abstract = {{Despite an increased focus in recent years on Aboriginal people with
   disability within disability studies and advocacy, limited attention has
   been paid to Aboriginal people in Australian disability services policy.
   This article examines the consultation with Aboriginal organisations for
   the National Disability Insurance Scheme (NDIS), a new disability policy
   personalising care through individual service funding packages. The
   article interrogates how, and to what extent, the government has sought
   and incorporated the views of Aboriginal people with disability into
   NDIS policy. Using thematic content analysis, governmental NDIS-related
   documents are compared with Aboriginal organisation submissions and
   public hearing transcripts, to identify tensions in perspectives
   regarding Aboriginal peoples' participation in the NDIS. The article
   concludes that governmental responsiveness to Aboriginal organisations
   in the NDIS operates from predetermined constructions of Aboriginality
   and disability.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dew, A (Reprint Author), Deakin Univ, Sch Hlth \& Social Dev, Burwood, Vic, Australia.
   Gordon, Tess; Dowse, Leanne, Univ New South Wales, Sch Social Sci, Sydney, NSW, Australia.
   Dew, Angela, Deakin Univ, Sch Hlth \& Social Dev, Burwood, Vic, Australia.}},
DOI = {{10.1002/ajs4.73}},
ISSN = {{0157-6321}},
EISSN = {{1839-4655}},
Keywords = {{aboriginal; indigenous; disability; National Disability Insurance
   Scheme; policy}},
Keywords-Plus = {{PEOPLE; REFORM}},
Research-Areas = {{Social Issues}},
Web-of-Science-Categories  = {{Social Issues}},
Author-Email = {{angela.dew@deakin.edu.au}},
ResearcherID-Numbers = {{Dew, Angela/AAD-1520-2019}},
ORCID-Numbers = {{Dew, Angela/0000-0002-8800-5660}},
Funding-Acknowledgement = {{University of New South Wales}},
Funding-Text = {{University of New South Wales}},
Cited-References = {{Aboriginal and Torres Strait Islander Disability Network of Queensland (ATSIDNQ), 2017, INQ NDIS COD C UNPUB.
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Number-of-Cited-References = {{51}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Aust. J. Soc. Iss.}},
Doc-Delivery-Number = {{IY2KA}},
Unique-ID = {{ISI:000486218000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000487040100011,
Author = {Wang, Katie and Walker, Keshia and Pietri, Evava and Ashburn-Nardo,
   Leslie},
Title = {{Consequences of Confronting Patronizing Help for People with
   Disabilities: Do Target Gender and Disability Type Matter?}},
Journal = {{JOURNAL OF SOCIAL ISSUES}},
Year = {{2019}},
Volume = {{75}},
Number = {{3, SI}},
Pages = {{904-923}},
Month = {{SEP}},
Abstract = {{People with disabilities face a dilemma in dealing with patronizing
   help: Although accepting unsolicited assistance can incur psychological
   costs, confronting the helper has been shown to incur interpersonal
   penalties. The present research explored whether the consequences of
   confronting patronizing help vary across target gender and disability
   type. A vignette paradigm introduced participants to various
   interactions between adults with and without disabilities. Study 1 (N =
   137) showed that, when blind targets confronted help that was clearly
   patronizing, they were rated as ruder and less warm after (vs. before)
   confronting regardless of their gender. Study 2 (N = 368) showed that,
   although both blind and wheelchair-using targets were rated as less warm
   and ruder after (vs. before) confronting, blind targets were penalized
   more, and patronizing behavior toward blind targets was perceived as
   more appropriate. These results highlight the importance of considering
   intersectionality and cross-disability heterogeneity when examining the
   multifaceted experience of ableism.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wang, K (Reprint Author), Yale Sch Publ Hlth, Dept Social \& Behav Sci, 60 Coll St, New Haven, CT 06510 USA.
   Wang, Katie, Yale Sch Publ Hlth, Dept Social \& Behav Sci, 60 Coll St, New Haven, CT 06510 USA.
   Walker, Keshia; Pietri, Evava, Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.
   Ashburn-Nardo, Leslie, Indiana Univ Purdue Univ, Psychol, Indianapolis, IN 46202 USA.}},
DOI = {{10.1111/josi.12332}},
ISSN = {{0022-4537}},
EISSN = {{1540-4560}},
Keywords-Plus = {{DISCRIMINATION; STIGMA; CONFRONTATIONS; STEREOTYPES; COSTS; DONT; ME}},
Research-Areas = {{Social Issues; Psychology}},
Web-of-Science-Categories  = {{Social Issues; Psychology, Social}},
Author-Email = {{katie.wang@yale.edu}},
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Number-of-Cited-References = {{40}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Soc. Issues}},
Doc-Delivery-Number = {{IZ4FQ}},
Unique-ID = {{ISI:000487040100011}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000487040100014,
Author = {Fine, Michelle},
Title = {{Critical Disability Studies: Looking Back and Forward}},
Journal = {{JOURNAL OF SOCIAL ISSUES}},
Year = {{2019}},
Volume = {{75}},
Number = {{3, SI}},
Pages = {{972-984}},
Month = {{SEP}},
Abstract = {{This epilogue is written in three voices. I reflect back, in
   conversation with Adrienne Asch, on the history of critical disability
   studies in psychology; then I thank Kathleen R. Bogart and Dana S. Dunn
   as I review the magnificent set of articles in the volume centering the
   construct ableism, and finally I write to the next generation of
   dis/crit scholars on how we might democratize, decolonize, and curate
   psychological inquiries on ableism and in solidarity with disability
   justice. Drafted as a love letter to the late Adrienne Asch, the essay
   considers where we have come, and where we have yet to go, as a field
   that takes seriously and takes to task the role that professional
   psychology has played in constructing, and segregating, disabled
   persons. The essay ends with ethical and epistemological musings about
   our obligation to animate a radically engaged, intersectional, critical,
   participatory, and provocative assemblage of research that is at once
   anti-ableist and crafted toward disability justice.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Fine, M (Reprint Author), CUNY, Grad Ctr, 365 5th Ave, New York, NY 10016 USA.
   Fine, Michelle, CUNY, Grad Ctr, 365 5th Ave, New York, NY 10016 USA.}},
DOI = {{10.1111/josi.12344}},
ISSN = {{0022-4537}},
EISSN = {{1540-4560}},
Research-Areas = {{Social Issues; Psychology}},
Web-of-Science-Categories  = {{Social Issues; Psychology, Social}},
Author-Email = {{mfine@gc.cuny.edu}},
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   Wang K, 2019, J SOC ISSUES, V75, P904, DOI 10.1111/josi.12332.
   Werner S, 2019, J SOC ISSUES, V75, P881, DOI 10.1111/josi.12338.
   Young RE, 2019, J SOC ISSUES, V75, P943, DOI 10.1111/josi.12343.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Soc. Issues}},
Doc-Delivery-Number = {{IZ4FQ}},
Unique-ID = {{ISI:000487040100014}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000487020400002,
Author = {Karim, Sarah and Waldschmidt, Anne},
Title = {{Unexpected abilities? Persons with disabilities between ascriptions of
   inability and doing ability}},
Journal = {{OSTERREICHISCHE ZEITSCHRIFT FUER SOZIOLOGIE}},
Year = {{2019}},
Volume = {{44}},
Number = {{3}},
Pages = {{269-288}},
Month = {{SEP}},
Abstract = {{Using the example of dis/ability, this article analyses society's
   ability-centeredness as a productive constellation of power, and offers
   a broader perspective to both general sociology and critical disability
   studies. While the sociological discourse has primarily concerned itself
   with abilities, disability studies problematizes, under the keyword
   ``ableism{''}, the relationship between ability and disability. However,
   the discussion is often normative, and the methodology self-referential.
   Drawing on Michel Foucault and his dispositif analysis, this article
   understands dis/ability as a complex, dynamic and contingent dispositif,
   in which in/abilities are negotiated and produced. Using this analytical
   framework, and focussing on the dimensions ``making dis/ability{''} and
   ``un/doing dis/ability{''}, this article presents the initial results of
   ongoing research on sheltered workshops as rehabilitative institutions.}},
Publisher = {{SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH}},
Address = {{ABRAHAM-LINCOLN STASSE 46, WIESBADEN, 65189, GERMANY}},
Type = {{Article}},
Language = {{German}},
Affiliation = {{Karim, S (Reprint Author), Univ Cologne, Int Forsch Stelle Disabil Studies IDiS, Humanwissensch Fak, Frangenheimstr 4, D-50931 Cologne, Germany.
   Karim, Sarah; Waldschmidt, Anne, Univ Cologne, Int Forsch Stelle Disabil Studies IDiS, Humanwissensch Fak, Frangenheimstr 4, D-50931 Cologne, Germany.}},
DOI = {{10.1007/s11614-019-00362-3}},
ISSN = {{1011-0070}},
EISSN = {{1862-2585}},
Keywords = {{Ableism; Disability; Sheltered workshops; Dispositif analysis}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{sarah.karim@uni-koeln.de
   anne.waldschmidt@uni-koeln.de}},
ORCID-Numbers = {{Waldschmidt, Anne/0000-0002-7371-3031}},
Cited-References = {{{[}Anonymous], 2018, BAG WFBM.
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Number-of-Cited-References = {{42}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Osterr. Z. Soziol.}},
Doc-Delivery-Number = {{IZ3YB}},
Unique-ID = {{ISI:000487020400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000486202000002,
Author = {Chaudhry, Vandana},
Title = {{Centering embodiment in disability research through performance
   ethnography}},
Journal = {{QUALITATIVE SOCIAL WORK}},
Year = {{2019}},
Volume = {{18}},
Number = {{5}},
Pages = {{754-771}},
Month = {{SEP}},
Abstract = {{In this article, I bring disability studies and critical qualitative
   pedagogies to bear upon methodological concerns of social work to think
   through questions of disability embodiment, positionality,
   representation and political engagement in doing disability research.
   Combining methodological tools of performance ethnography with critical
   disability praxis, I present an example of what I term critical
   disability performance ethnography, a research methodology that has much
   potential for social work-particularly with respect to its emphasis on
   achieving social justice. I illuminate the transformative potential of
   shared disability embodiment in the process of knowledge production
   through my experiences as a disabled researcher doing disability
   research, while also drawing attention to the broader issues concerning
   disability and neoliberal development in the global south.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chaudhry, V (Reprint Author), CUNY Coll Staten Isl, Dept Social Work, 2800 Victory Blvd, Staten Isl, NY 10314 USA.
   Chaudhry, Vandana, CUNY, New York, NY 10021 USA.}},
DOI = {{10.1177/1473325018767728}},
ISSN = {{1473-3250}},
EISSN = {{1741-3117}},
Keywords = {{Critical disability studies; disability; India; performance ethnography;
   qualitative methods; social justice}},
Keywords-Plus = {{SOCIAL-WORK}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{Vandana.chaudhry@csi.cuny.edu}},
Funding-Acknowledgement = {{National Science FoundationNational Science Foundation (NSF)
   {[}SES-0752982]; City University of New York {[}67271-00 45]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Fieldwork
   for this project was supported by research grants from National Science
   Foundation (Award no. SES-0752982) and the City University of New York
   (Award no. 67271-00 45). I am grateful for their generous financial
   support.}},
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Number-of-Cited-References = {{68}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Qual. Soc. Work}},
Doc-Delivery-Number = {{IY2EA}},
Unique-ID = {{ISI:000486202000002}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000484494700016,
Author = {Ossian, Lisa Payne},
Title = {{Disability Studies and the Environmental Humanities: Toward an Eco-Crip
   Theory}},
Journal = {{SOCIAL SCIENCE JOURNAL}},
Year = {{2019}},
Volume = {{56}},
Number = {{3}},
Pages = {{431-432}},
Month = {{SEP}},
Publisher = {{ELSEVIER}},
Address = {{RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Ossian, LP (Reprint Author), William Penn Univ, Oskaloosa, IA 52577 USA.
   Ossian, Lisa Payne, William Penn Univ, Oskaloosa, IA 52577 USA.}},
DOI = {{10.1016/j.soscij.2019.05.010}},
ISSN = {{0362-3319}},
EISSN = {{1873-5355}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{llossian@aol.com}},
Cited-References = {{Ray SJ, 2017, DISABILITY STUDIES AND THE ENVIRONMENTAL HUMANITIES: TOWARD AN ECO-CRIP THEORY, P1, DOI 10.2307/j.ctt1p6jht5.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Soc. Sci. J.}},
Doc-Delivery-Number = {{IV8CZ}},
Unique-ID = {{ISI:000484494700016}},
DA = {{2020-03-18}},
}

@article{ ISI:000484692700007,
Author = {Victor, Elizabeth and Guidry-Grimes, Laura},
Title = {{Relational autonomy in action: Rethinking dementia and sexuality in care
   facilities}},
Journal = {{NURSING ETHICS}},
Year = {{2019}},
Volume = {{26}},
Number = {{6}},
Pages = {{1654-1664}},
Month = {{SEP}},
Abstract = {{Background: Caregivers and administrators in long-term facilities have
   fragile moral work in caring for residents with dementia. Residents are
   susceptible to barriers and vulnerabilities associated with the most
   intimate aspects of their lives, including how they express themselves
   sexually. The conditions for sexual agency are directly affected by
   caregivers' perceptions and attitudes, as well as facility policies.
   Objective: This article aims to clarify how to approach capacity
   determinations as it relates to sexual activity, propose how to theorize
   about patient autonomy in this context, and suggest some considerations
   for finding an ethically responsible and practically feasible way to
   respect the sexual rights of this population. Research Design: The focus
   is on residents with early to moderate dementia in states of daily
   dependency on professional caregivers. The article critically examines
   existing empirical research on sexuality among persons with dementia,
   caregivers' attitudes, and institutional roadblocks to enabling
   residents' sexuality. A relational lens and insights from disability
   studies are used in the philosophical analysis. Participants and
   Research Context: No research participants were part of this analysis.
   Ethical Considerations: This article offers a conceptual analysis and
   normative framework only. Findings: The analysis highlights the delicate
   balance that capacity assessments for sexual activity have to strike;
   while caregivers should protect those who cannot give adequate consent,
   the denial of sexuality among residents can cause deep, long-ranging
   harms. Sexual agency features into an ongoing sense of self for many
   individuals with dementia, and the imposition of inappropriate standards
   and expectations for sexual autonomy can lead to unwarranted obstacles
   to sexual activity. Discussion: Recommendations include developing clear
   and inclusive institutional policies and practices of care, providing
   education for caregivers on how to discuss and document residents'
   sexual preferences over time, and taking advantage of ethics
   consultation services. Conclusion: This analysis establishes the need
   for more research and discussion on this sensitive topic. Future
   research should investigate the specific responsibilities of caregivers
   in furthering the sexual interests of residents, how exactly to modify
   existing capacity instruments, and how best to support historically
   marginalized patients in their sexual identities.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Victor, E (Reprint Author), William Paterson Univ, Dept Philosophy, Preakness Hall 308,300 Pompton Rd, Wayne, NJ 07470 USA.
   Victor, Elizabeth, William Paterson Univ, Wayne, NJ USA.
   Guidry-Grimes, Laura, Univ Arkansas Med Sci, Little Rock, AR 72205 USA.}},
DOI = {{10.1177/0969733018780527}},
ISSN = {{0969-7330}},
EISSN = {{1477-0989}},
Keywords = {{Consent; dementia care; feminist ethics; relational autonomy}},
Keywords-Plus = {{CONSENT; LIFE}},
Research-Areas = {{Social Sciences - Other Topics; Nursing}},
Web-of-Science-Categories  = {{Ethics; Nursing}},
Author-Email = {{victore@wpunj.edu}},
Cited-References = {{Agich G. J., 2003, DEPENDENCE AUTONOMY.
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Number-of-Cited-References = {{42}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Nurs. Ethics}},
Doc-Delivery-Number = {{IW0YY}},
Unique-ID = {{ISI:000484692700007}},
DA = {{2020-03-18}},
}

@article{ ISI:000483653300003,
Author = {Freund, Daniela and Cerdan Chiscano, Monica and Hernandez-Maskivker,
   Gilda and Guix, Mireia and Inesta, Ana and Castello, Montserrat},
Title = {{Enhancing the hospitality customer experience of families with children
   on the autism spectrum disorder}},
Journal = {{INTERNATIONAL JOURNAL OF TOURISM RESEARCH}},
Year = {{2019}},
Volume = {{21}},
Number = {{5}},
Pages = {{606-614}},
Month = {{SEP}},
Abstract = {{The purpose of this study is to examine intention to travel to
   accessible accommodations by families of children diagnosed with autism
   spectrum disorder (ASD), the influence of travel constraints (intrinsic,
   interactive, and environmental), the severity of disorder, and the
   families' strategies for coping with such constraints. A structured
   survey targeted at Spanish families (N = 117) indicated that the
   intrinsic dimension and the severity of disorder positively influence
   their intention to travel. The study contributes to extend knowledge
   about travel constraints related to accessible tourism and provides
   insights to accommodation providers on how to better enhance the
   customer experience of families travelling with a child diagnosed with
   ASD.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Freund, D (Reprint Author), Univ Ramon Llull, Sch Tourism \& Hospitality Management St Ignasi, Res Grp Tourism Hospitality \& Mobil, C Marques Mulhacen 40-42, Barcelona 08034, Spain.
   Freund, Daniela; Cerdan Chiscano, Monica; Hernandez-Maskivker, Gilda; Guix, Mireia, Univ Ramon Llull, Sch Tourism \& Hospitality Management St Ignasi, Res Grp Tourism Hospitality \& Mobil, C Marques Mulhacen 40-42, Barcelona 08034, Spain.
   Guix, Mireia, Univ Rosario, Sch Management, Bogota, Colombia.
   Inesta, Ana, Univ Ramon Llull, ESADE Business \& Law Sch, Ctr Educ Innovat, Barcelona, Spain.
   Castello, Montserrat, Univ Ramon Llull, Fac Psicol Ciencies Educ \& Esport, Barcelona, Spain.}},
DOI = {{10.1002/jtr.2284}},
ISSN = {{1099-2340}},
EISSN = {{1522-1970}},
Keywords = {{accessible tourism; autism spectrum disorder; family tourism; disability
   studies; customer experience; constraints; hospitality}},
Keywords-Plus = {{ACCESSIBLE TOURISM; TRAVEL INTENTION; DISABILITIES; LEISURE; PEOPLE;
   PERCEPTIONS; CONSTRAINTS; BARRIERS}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism}},
Author-Email = {{daniela.freund@htsi.url.edu}},
ResearcherID-Numbers = {{Guix, Mireia/G-2403-2017
   }},
ORCID-Numbers = {{Cerdan Chiscano, Monica/0000-0001-9559-6537
   Guix, Mireia/0000-0002-7294-8373
   Freund, Daniela/0000-0002-5061-9325
   Hernandez-Maskivker, Gilda/0000-0002-1453-4885}},
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Number-of-Cited-References = {{56}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{7}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Int. J. Tour. Res.}},
Doc-Delivery-Number = {{IU5UR}},
Unique-ID = {{ISI:000483653300003}},
DA = {{2020-03-18}},
}

@article{ ISI:000482909800010,
Author = {Horii, Chiaki and Asai, Yoshiki and Iidaka, Toshiko and Muraki,
   Shigeyuki and Oka, Hiroyuki and Tsutsui, Shunji and Hashizume, Hiroshi
   and Yamada, Hiroshi and Yoshida, Munehito and Kawaguchi, Hiroshi and
   Nakamura, Kozo and Akune, Toru and Tanaka, Sakae and Yoshimura, Noriko},
Title = {{Differences in prevalence and associated factors between mild and severe
   vertebral fractures in Japanese men and women: the third survey of the
   ROAD study}},
Journal = {{JOURNAL OF BONE AND MINERAL METABOLISM}},
Year = {{2019}},
Volume = {{37}},
Number = {{5}},
Pages = {{844-853}},
Month = {{SEP}},
Abstract = {{Vertebral fracture (VF) is a common osteoporotic fracture, while its
   epidemiology varies according to regions and ethnicities, little is
   known about it in Japan. Using whole-spine radiographs from a
   population-based cohort study, the Research on
   Osteoarthritis/Osteoporosis Against Disability study 3rd survey
   performed in 2012-2013, we estimated the sex- and age-specific
   prevalence of VF in the Japanese. Genant's semiquantitative method (SQ)
   was used to define VF; SQ >= 1 as VF, SQ = 1 as mild VF, SQ >= 2 as
   severe VF. We also revealed accurate site-specific prevalence, and
   associated factors with mild and severe VF. The participants were 506
   men {[}mean age 66.3 years, standard deviation (SD):13.0] and 1038 women
   (mean age 65.3 years, SD: 12.6). The prevalence of VF in participants
   aged under 40, in their 40s, 50s, 60s, 70s, and >= 80 years was 17.4,
   7.9, 18.5, 25.6, 26.3, and 41.5\%, respectively, in men, and 2.9\%,
   2.4\%, 7,3, 10.3, 27.1, and 53.0\%, respectively, in women. Men had a
   significantly higher prevalence of mild VF (21.2\%) than women (10.0\%,
   p < 0.001); whereas, severe VF was significantly more prevalent in women
   (9.1\%) than in men (4.7\%, p = 0.003). VF was distributed with 2 peaks
   regarding site; one large peak at the thoracolumbar region, and another
   at the middle thoracic lesion. Low back pain and decreased walking
   ability were independently associated with severe VF, but not with mild
   VF, after adjustment for participant characteristics. Decreased walking
   ability was associated with multiple VFs in women, but not in men.}},
Publisher = {{SPRINGER JAPAN KK}},
Address = {{SHIROYAMA TRUST TOWER 5F, 4-3-1 TORANOMON, MINATO-KU, TOKYO, 105-6005,
   JAPAN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Yoshimura, N (Reprint Author), Wakayama Med Univ, Dept Orthopaed Surg, 811-1 Kimiidera, Wakayama 6418510, Japan.
   Horii, Chiaki; Tanaka, Sakae, Univ Tokyo Hosp, Fac Med, Dept Orthopaed Surg, Bunkyo Ku, Hongo 7-3-1, Tokyo 1138655, Japan.
   Asai, Yoshiki; Tsutsui, Shunji; Hashizume, Hiroshi; Yamada, Hiroshi; Yoshida, Munehito; Yoshimura, Noriko, Wakayama Med Univ, Dept Orthopaed Surg, 811-1 Kimiidera, Wakayama 6418510, Japan.
   Iidaka, Toshiko; Muraki, Shigeyuki, Univ Tokyo Hosp, 22nd Century Med \& Res Ctr, Dept Prevent Med Locomot Organ Disorders, Bunkyo Ku, Hongo 7-3-1, Tokyo 1138655, Japan.
   Oka, Hiroyuki, Univ Tokyo Hosp, 22nd Century Med \& Res Ctr, Dept Med Res \& Management Musculoskeletal Pain, Bunkyo Ku, Hongo 7-3-1, Tokyo 1138655, Japan.
   Kawaguchi, Hiroshi, JCHO Tokyo Shinjuku Med Ctr, Shinjyuku Ku, 5-1 Tsukudo Cho, Tokyo 1628543, Japan.
   Nakamura, Kozo; Akune, Toru, Natl Rehabil Ctr Persons Disabil, 4-1 Namiki, Tokorozawa, Saitama 3590042, Japan.}},
DOI = {{10.1007/s00774-018-0981-5}},
ISSN = {{0914-8779}},
EISSN = {{1435-5604}},
Keywords = {{Vertebral fracture; Prevalence; Low back pain; Walking ability; ROAD
   study}},
Keywords-Plus = {{QUALITY-OF-LIFE; RISK-FACTORS; HONG-KONG; MORTALITY; OSTEOPOROSIS;
   DEFORMITIES; CONSEQUENCES; LEVEL; MROS}},
Research-Areas = {{Endocrinology \& Metabolism; Research \& Experimental Medicine}},
Web-of-Science-Categories  = {{Endocrinology \& Metabolism; Medicine, Research \& Experimental}},
Author-Email = {{yoshimuran-ort@h.u-tokyo.ac.jp}},
ResearcherID-Numbers = {{Tanaka, Shinya/D-3586-2011
   Hashizume, Hiroshi/V-6888-2019}},
ORCID-Numbers = {{Hashizume, Hiroshi/0000-0002-9064-0284}},
Funding-Acknowledgement = {{Ministry of Health, Labour and WelfareMinistry of Health, Labour and
   Welfare, Japan {[}H17-Men-eki-009, H20-Choujyu-009, H23-Choujyu-002,
   H25-Choujyu-007, H25-Nanchitou (Men)-005]; NSF from the Ministry of
   Education, Culture, Sports, Science and Technology in Japan
   {[}08033011-00262]; Japan Agency for Medical Research and
   DevelopmentJapan Agency for Medical Research and Development (AMED)
   {[}17gk0210007h0003]; Japan Osteoporosis SocietyJapan Osteoporosis
   Society; Japan Osteoporosis FoundationJapan Osteoporosis Foundation;
   Japanese Orthopaedic Association (JOA-Subsidized Science Project
   Research) {[}2006-1, 2010-2, 2014-1]; Japanese Society for
   Musculoskeletal Medicine; Mitsui Sumitomo Insurance Welfare
   FoundationMitsui Sumitomo Insurance Welfare Foundation; Japan Dairy
   AssociationJapan Dairy Association (J Milk);  {[}B26293139]; 
   {[}B23390172];  {[}B20390182];  {[}15K15219];  {[}24659317]; 
   {[}B23390356];  {[}C20591774];  {[}23659580];  {[}24659666]; 
   {[}21659349];  {[}A18689031];  {[}B26293329];  {[}B23390357]; 
   {[}C20591737];  {[}25670293]}},
Funding-Text = {{This work was supported by Grant-in-Aid funding from the Ministry of
   Health, Labour and Welfare: H17-Men-eki-009 (Director, Kozo Nakamura),
   H20-Choujyu-009 (Director, Noriko Yoshimura), H23-Choujyu-002 (Director,
   Toru Akune), H25-Choujyu-007 (Director, Noriko Yoshimura), and
   H25-Nanchitou (Men)-005 (Director, Sakae Tanaka). The study was also
   supported by Scientific Research grants B26293139, B23390172, B20390182,
   and Challenging Exploratory Research grants 15K15219, 24659317 to Noriko
   Yoshimura; Scientific Research grants B23390356, C20591774, and
   Challenging Exploratory Research grants 23659580 to Shigeyuki Muraki;
   Challenging Exploratory Research grants 24659666 and 21659349 and Young
   Scientists A18689031 to Hiroyuki Oka; Scientific Research grants
   B26293329, B23390357, C20591737 and Challenging Exploratory Research
   grants 25670293 to Toru Akune; and by Collaborating Research with NSF
   from the Ministry of Education, Culture, Sports, Science and Technology
   in Japan 08033011-00262 (Director, Noriko Yoshimura). The study was
   partly supported by grants from the Japan Agency for Medical Research
   and Development (17gk0210007h0003, Director, Sakae Tanaka). Further, the
   study was partly supported by grants from the Japan Osteoporosis Society
   (Noriko Yoshimura, Shigeyuki Muraki, Hiroyuki Oka, and Toru Akune),
   Japan Osteoporosis Foundation (2015, Noriko Yoshimura, and 2018, Chiaki
   Horii), research aids from the Japanese Orthopaedic Association
   (JOA-Subsidized Science Project Research 2006-1 and 2010-2, Director,
   Hiroshi Kawaguchi; and 2014-1, Director, Kozo Nakamura), the Japanese
   Society for Musculoskeletal Medicine (2015, Director, Shigeyuki Muraki;
   and 2017, Director, Noriko Yoshimura), Mitsui Sumitomo Insurance Welfare
   Foundation (2016, Director, Noriko Yoshimura), and Japan Dairy
   Association (2017, Director, Noriko Yoshimura).}},
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Number-of-Cited-References = {{44}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Bone Miner. Metab.}},
Doc-Delivery-Number = {{IT5NH}},
Unique-ID = {{ISI:000482909800010}},
DA = {{2020-03-18}},
}

@article{ ISI:000482472600005,
Author = {Berkhout, Suze G. and Zaheer, Juveria and Remington, Gary},
Title = {{Identity, Subjectivity, and Disorders of Self in Psychosis}},
Journal = {{CULTURE MEDICINE AND PSYCHIATRY}},
Year = {{2019}},
Volume = {{43}},
Number = {{3}},
Pages = {{442-467}},
Month = {{SEP}},
Abstract = {{Alterations in self-experience are increasingly attended to as relevant
   and important aspects of schizophrenia, and psychosis more broadly,
   through a burgeoning self-disorders (SD) literature. At the same time,
   issues of self, subject, and subjectivity within schizophrenia-spectrum
   illnesses have also gained attention from researchers across the social
   sciences and humanities, and from ethnographic research especially. This
   paper examines the subjective experience of disruptions in self-identity
   within a cohort of first episode psychosis (FEP) service users,
   critically engaging with the SD literature and bringing it into
   conversation with social sciences and humanities scholarship on self and
   schizophrenia. Drawing findings from an ongoing ethnographic study of
   young peoples' experiences with psychosis, we explore meanings of mental
   distress relating to psychotic episodes and attend to issues of self,
   identity, and subjectivity. We critique the division between
   ``normal{''} and ``pathological{''} self-experience that is endorsed
   within the SD literature, arguing against the notion that fragmentation
   of self-experience in schizophrenia-spectrum illnesses is indicative of
   psychopathology. We highlight how experiences categorized as psychosis
   are also important and complete aspects of one's social world and inner
   life and explore the ways in which at least some aspects of disruptions
   of self-identity stem from clinical situations themselves-in particular,
   from asymmetries of power within the mental health system. Relating our
   findings to feminist, postcolonial, and disability studies' approaches
   to the ``self,{''} we emphasize the complex interplay between
   interpersonal, cultural, and structural aspects of self-experience
   within FEP.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Berkhout, SG (Reprint Author), Univ Toronto, Dept Psychiat, Postgrad Med Educ, 8th Floor,250 Coll St, Toronto, ON M5T 1R8, Canada.
   Berkhout, Suze G., Univ Toronto, Dept Psychiat, Postgrad Med Educ, 8th Floor,250 Coll St, Toronto, ON M5T 1R8, Canada.
   Zaheer, Juveria; Remington, Gary, Univ Toronto, Dept Psychiat, Toronto, ON, Canada.
   Zaheer, Juveria; Remington, Gary, Univ Toronto, Ctr Addict \& Mental Hlth, Toronto, ON, Canada.}},
DOI = {{10.1007/s11013-019-09631-y}},
ISSN = {{0165-005X}},
EISSN = {{1573-076X}},
Keywords = {{First episode psychosis; Self-disorders; Identity; Narrative;
   Ethnography}},
Keywords-Plus = {{SCHIZOPHRENIA SPECTRUM; MINIMAL SELF; PSYCHOPATHOLOGY; EXPERIENCES;
   DISTURBANCE; STRATEGIES; RECOVERY}},
Research-Areas = {{Anthropology; Psychiatry; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Anthropology; Psychiatry; Social Sciences, Biomedical}},
Author-Email = {{suze.berkhout@mail.utoronto.ca}},
Funding-Acknowledgement = {{University of Toronto Norris Scholar Award; FEP clinic service users}},
Funding-Text = {{This work was supported by the University of Toronto Norris Scholar
   Award, an educational grant. The authors wish to acknowledge the
   generosity of the FEP clinic service users and family members in sharing
   their time and stories, and for constructive feedback from colleagues
   (especially Dr. Ada Jaarsma) and the reviewers of Culture, Medicine and
   Psychiatry.}},
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Number-of-Cited-References = {{77}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{6}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Cult. Med. Psychiatr.}},
Doc-Delivery-Number = {{IS9MO}},
Unique-ID = {{ISI:000482472600005}},
DA = {{2020-03-18}},
}

@article{ ISI:000481905700008,
Author = {Belser, Julia Watts},
Title = {{IMPROV AND THE ANGEL: DISABILITY DANCE, EMBODIED ETHICS, AND JEWISH
   BIBLICAL NARRATIVE}},
Journal = {{JOURNAL OF RELIGIOUS ETHICS}},
Year = {{2019}},
Volume = {{47}},
Number = {{3}},
Pages = {{443-469}},
Month = {{SEP}},
Abstract = {{Disability dance lays claim to the provocative possibilities of the
   disabled body, raising profound questions about the politics of art,
   affect, and embodiment. For scholars of religion, disability dance is a
   powerful-and as yet unrecognized-site for probing the sacrality and
   ethics enacted in disability culture. This article brings the biblical
   tale of Jacob and the angel into conversation with a contemporary
   performance, ``The Way You Look (at me) Tonight,{''} an intimate duet
   between choreographer and performer Jess Curtis and Clare Cunningham, an
   internationally acclaimed dancer who explores the artistry of lived
   disability experience. Using dance as a hermeneutic invitation to draw
   out ethical insights into risk, consent, and intimacy, I offer a
   disability-sensitive reading of Genesis 32-reading the angel as a body
   whose presence attests to the brilliant shock of disability difference
   and probing the psychic and somatic transformation that unfolds when
   Jacob comes into kinesthetic contact with disability and the sacred.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Belser, JW (Reprint Author), Georgetown Univ, Dept Theol \& Religious Studies, Jewish Studies, Washington, DC 20057 USA.
   Belser, Julia Watts, Georgetown Univ, Dept Theol \& Religious Studies, Jewish Studies, Washington, DC 20057 USA.}},
ISSN = {{0384-9694}},
EISSN = {{1467-9795}},
Keywords = {{feminist ethics; disability studies; Jewish ethics; queer ethics;
   embodiment; dance}},
Keywords-Plus = {{QUEER}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{jwb84@georgetown.edu}},
Funding-Acknowledgement = {{Louis Apfelbaum and Hortense Braunstein Apfelbaum Fellowship at the Katz
   Center for Advanced Judaic Studies at the University of Pennsylvania}},
Funding-Text = {{This article was made possible thanks to the Tagliabue Research Award,
   which enabled me to travel to Scotland and Germany to research queer
   disability arts. I offer my profound thanks to Chan \& Paul Tagliabue
   for their tremendous generosity, as well as to Sivagami Subbaraman for
   her support of my research. I completed this article while holding the
   Louis Apfelbaum and Hortense Braunstein Apfelbaum Fellowship at the Katz
   Center for Advanced Judaic Studies at the University of Pennsylvania. I
   thank the Center and the exceptional staff and colleagues there for
   creating a crucible for innovative scholarship and vibrant intellectual
   life, as well as Georgetown University for the gift of sabbatical leave.
   Profound thanks to Claire Cunningham and Jess Curtis for inviting me
   into their creative worlds and for their excitement about this work.
   Thanks also to Judith Plaskow, Donovan Schaefer, Devorah Greenstein, and
   Rabbi Ruti Regan for comments and conversation that helped hone my
   thinking as I was writing this article.}},
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Number-of-Cited-References = {{68}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Relig. Ethics}},
Doc-Delivery-Number = {{IS1IF}},
Unique-ID = {{ISI:000481905700008}},
DA = {{2020-03-18}},
}

@article{ ISI:000478676900004,
Author = {Schormans, Ann Fudge and Wilton, Robert and Marquis, Nick},
Title = {{Building collaboration in the co-production of knowledge with people
   with intellectual disabilities about their everyday use of city space}},
Journal = {{AREA}},
Year = {{2019}},
Volume = {{51}},
Number = {{3}},
Pages = {{415-422}},
Month = {{SEP}},
Abstract = {{We engage with scholarship in participatory geographies and critical
   disability studies to consider the difficulties and prospects of
   co-producing knowledge with people with intellectual disabilities in a
   project examining their uses of urban public space. The research
   employed an inclusive, collaborative design and had an explicit focus on
   social change, articulated in the research process (e.g., the
   development of research and self-advocacy skills) and outcomes (e.g.,
   lobbying to improve material conditions, challenging ableist assumptions
   about ``intellectual disability{''}). Our analysis highlights three
   tensions: the time/spaces constraints faced in ``slow{''} participatory
   work, the nature and duration of relationships among collaborators and
   the shifting relations of power and influence within the project. We
   reflect critically on how these tensions were negotiated and what
   lessons might be learned for participatory practice.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Schormans, AF (Reprint Author), McMaster Univ, Sch Social Work, West Hamilton, ON, Canada.
   Schormans, Ann Fudge, McMaster Univ, Sch Social Work, West Hamilton, ON, Canada.
   Wilton, Robert, McMaster Univ, Sch Geog \& Earth Sci, Hamilton, ON, Canada.
   Marquis, Nick, McMaster Univ, Fac Social Sci, Hamilton, ON, Canada.}},
DOI = {{10.1111/area.12492}},
ISSN = {{0004-0894}},
EISSN = {{1475-4762}},
Keywords = {{Canada; city space; co-production; inclusive research; intellectual
   disability; technology}},
Keywords-Plus = {{PARTICIPATORY RESEARCH; INCLUSIVE RESEARCH; GEOGRAPHIES}},
Research-Areas = {{Geography}},
Web-of-Science-Categories  = {{Geography}},
Author-Email = {{fschorm@mcmaster.ca}},
ORCID-Numbers = {{Schormans, Ann/0000-0002-7892-3599
   Marquis, Nick/0000-0002-1308-7948}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research grant}},
Funding-Text = {{The authors would very much like to thank the collaborators
   labelled/with intellectual disabilities for all of their contributions
   to the project. The My Life in the City project was supported by a
   Social Sciences and Humanities Research grant.}},
Cited-References = {{Acker-Verney Julia, 2016, 3 WORLD THEMATICS, V1, P411, DOI {[}10.1080/23802014.2016.1235468, DOI 10.1080/23802014.2016.1235468].
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   Wynne-Jones S, 2015, AREA, V47, P218, DOI 10.1111/area.12186.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Area}},
Doc-Delivery-Number = {{IN4WE}},
Unique-ID = {{ISI:000478676900004}},
DA = {{2020-03-18}},
}

@article{ ISI:000478753900008,
Author = {Linett, Maren},
Title = {{``No Country for Old Men{''}: Huxley's Brave New World and the Value of
   Old Age}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Year = {{2019}},
Volume = {{40}},
Number = {{3}},
Pages = {{395-415}},
Month = {{SEP}},
Abstract = {{This article inserts Aldous Huxley's Brave New World (1932) into a
   bioethical conversation about the value of old age and old people.
   Exploring literary treatments of bioethical questions can supplement
   conversations within bioethics proper, helping to reveal our existing
   assumptions and clear the way for more considered views; indeed, as
   Peter Swirski has argued, literary texts can serve as thought
   experiments that illuminate the ramifications of philosophical ideas.
   This essay examines the novel's representation of a society without old
   people in conjunction with ideas about aging and life narratives put
   forward by philosophers and bioethicists such as Ezekiel Emanuel,
   Gilbert Meilaender, and Alasdair MacIntyre. While critics, and Huxley
   himself, view the Brave New World as dystopian primarily because of its
   depiction of a totalitarian society where art, truth, and meaning are
   sacrificed to pleasure and distraction and where the ruled are
   programmed not to question the values of their rulers, the novel also
   makes clear that the excision of old age has significant political,
   moral, and emotional costs.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Linett, M (Reprint Author), Purdue Univ, Dept English, 500 Oval Dr, W Lafayette, IN 47907 USA.
   Linett, Maren, Purdue Univ, Dept English, 500 Oval Dr, W Lafayette, IN 47907 USA.}},
DOI = {{10.1007/s10912-017-9469-x}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{Aldous Huxley; Brave New World; Bioethics; Age studies; Disability
   studies}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{mlinett@purdue.edu}},
ORCID-Numbers = {{Linett, Maren/0000-0002-7698-0071}},
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Number-of-Cited-References = {{55}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{IN5YW}},
Unique-ID = {{ISI:000478753900008}},
DA = {{2020-03-18}},
}

@article{ ISI:000484612600001,
Author = {McLaughlin, Janice},
Title = {{Valuing Care and Support in an Era of Celebrating Independence: Disabled
   Young People's Reflections on Their Meaning and Role in Their Lives}},
Journal = {{SOCIOLOGY-THE JOURNAL OF THE BRITISH SOCIOLOGICAL ASSOCIATION}},
Abstract = {{The right to a supported independent life is a central dimension to
   disability politics. This focus has been used to challenge
   institutionalised living and the exclusion of disabled people from areas
   such as education and employment. The importance given to independence
   has also led to a critique of care. This critique has been a point of
   contention between disability studies and feminist theorising. In this
   article I argue it is important to return to these debates because
   contemporary conditions mean advocacy of independence is being co-opted
   into rhetorics of self-sufficiency. At the same time care on its own
   does not offer a productive alternative. The article draws from an ESRC
   project undertaken with disabled young people to advocate for the
   importance of both supported independence and of support being caring.
   It concludes by arguing that an expansive welfare state is required to
   create the conditions that can make that possible.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{McLaughlin, J (Reprint Author), Newcastle Univ, Sociol, 18 Windsor Terrace, Newcastle Upon Tyne NE1 7RU, Tyne \& Wear, England.
   McLaughlin, Janice, Newcastle Univ, Sociol, 18 Windsor Terrace, Newcastle Upon Tyne NE1 7RU, Tyne \& Wear, England.}},
DOI = {{10.1177/0038038519868630}},
Early Access Date = {{AUG 2019}},
Article-Number = {{UNSP 0038038519868630}},
ISSN = {{0038-0385}},
EISSN = {{1469-8684}},
Keywords = {{care; disability; independence}},
Keywords-Plus = {{DISABILITY; TRANSITIONS; AUSTERITY; PATHWAYS; STIGMA; ADULTS; YOUTH}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{janice.mclaughlin@ncl.ac.uk}},
ORCID-Numbers = {{McLaughlin, Janice/0000-0002-0652-5225}},
Funding-Acknowledgement = {{ESRCEconomic \& Social Research Council (ESRC) {[}RES-062-23-2886]}},
Funding-Text = {{The author disclosed receipt of the following financial support for the
   research, authorship and/or publication of this article: The article is
   based on research undertaken with the support of the ESRC. ESRC Grant:
   `Embodied Selves in Transition: Disabled Young Bodies', PI: Professor
   Janice McLaughlin, CIs: Professor Allan Colver (Newcastle University)
   and Professor Patrick Olivier (Monash University), RA: Dr Edmund
   Coleman-Fountain (Northumbria University). RES-062-23-2886.}},
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Number-of-Cited-References = {{53}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Sociol.-J. Brit. Sociol. Assoc.}},
Doc-Delivery-Number = {{IV9VU}},
Unique-ID = {{ISI:000484612600001}},
OA = {{Other Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000484025400001,
Author = {Cantalamessa, Elizabeth Amber},
Title = {{Disability studies, conceptual engineering, and conceptual activism}},
Journal = {{INQUIRY-AN INTERDISCIPLINARY JOURNAL OF PHILOSOPHY}},
Abstract = {{In this project I am concerned with the extent to which conceptual
   engineering happens in domains outside of philosophy, and if so, what
   that might look like. Specifically, I'll argue that practitioners
   working in the interdisciplinary field of `disability studies' as well
   as disability rights activists have been engineering the concept
   DISABILITY. Claims made by theorists working in disability studies
   appear to contradict both common sense and academic beliefs about
   disability. I provide a framework for understanding the methodology and
   practices of theorists working in disability studies that pays attention
   to what theorists are doing when they make seemingly paradoxical claims.
   I'll argue that such claims are not describing what it's like to have a
   disability, but pragmatically challenging biased conceptions of
   disability and are best understood as a form of conceptual activism. I
   then argue that debates about the proper model of disability from within
   disability studies exhibit the markers of conceptual engineering and are
   better understood as `advocating' for certain conceptual schemata rather
   than merely reporting quasi-scientific discoveries about disability. I
   conclude by suggesting that normative analyses from disability studies
   provides a useful example of successful work in for philosophers
   interested in conceptual engineering.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Cantalamessa, EA (Reprint Author), Univ Miami, Dept Philosophy, Coral Gables, FL 33124 USA.
   Cantalamessa, Elizabeth Amber, Univ Miami, Dept Philosophy, Coral Gables, FL 33124 USA.}},
DOI = {{10.1080/0020174X.2019.1658630}},
Early Access Date = {{AUG 2019}},
ISSN = {{0020-174X}},
EISSN = {{1502-3923}},
Keywords = {{Conceptual engineering; disability studies; metaphysics; philosophy of
   language; metalinguistic negotiation; metaontology}},
Keywords-Plus = {{ETHICS; POLITICS; STIGMA; MODEL}},
Research-Areas = {{Social Sciences - Other Topics; Philosophy}},
Web-of-Science-Categories  = {{Ethics; Philosophy}},
Author-Email = {{eac164@miami.edu}},
Funding-Acknowledgement = {{University of Miami Ethics Internship}},
Funding-Text = {{Special thanks to Amie Thomasson, Simon Evnine, Otavio Bueno, and Jared
   Riggs for helpful conversations and feedback. Also, thank you to
   audiences at the 2018 Pacific Divisional Meeting of the APA, Purdue
   University, Virginia Tech, the Barcelona Conference on Gender, Race, and
   Sexuality, the International Social Ontology Conference, and for support
   from the University of Miami Ethics Internship.}},
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Number-of-Cited-References = {{61}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Inquiry-Interdiscip. J. Philos.}},
Doc-Delivery-Number = {{IV1GN}},
Unique-ID = {{ISI:000484025400001}},
DA = {{2020-03-18}},
}

@article{ ISI:000483610000001,
Author = {Bell, Sarah L. and Tabe, Tammy and Bell, Stephen},
Title = {{Seeking a disability lens within climate change migration discourses,
   policies and practices}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{Around 15\% of the global population is estimated to live with
   disability. With the Millennium Development Goals failing to recognise
   disability issues, the Sustainable Development Goals seek to promote a
   stronger focus on the alleviation of poverty and inequality amongst
   disabled people. Since then, the vulnerability of disabled people has
   been highlighted within international climate change agreements. Yet a
   critical disability lens is largely lacking from broader aspects of
   climate change adaptation planning. Focusing primarily on examples from
   the Asia-Pacific region (a region including low-lying coastal areas and
   islands that are frequently highlighted as exemplars of communities on
   the front line of climate change), this article discusses the need to
   integrate critical insights from disability studies into current
   understandings of climate change adaptation and mobility if we are to
   facilitate more inclusive, democratic and equitable adaptation in the
   face of climate change.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material; Early Access}},
Language = {{English}},
Affiliation = {{Bell, SL (Reprint Author), Univ Exeter, European Ctr Environm \& Human Hlth, Truro, England.
   Bell, Sarah L., Univ Exeter, European Ctr Environm \& Human Hlth, Truro, England.
   Tabe, Tammy, Univ South Pacific, Pacific Ctr Environm \& Sustainable Dev, Suva, Fiji.
   Bell, Stephen, UNSW Sydney, Kirby Inst Infect \& immun Soc, Sydney, NSW, Australia.
   Bell, Stephen, UNSW Sydney, Ctr Social Res Hlth, Sydney, NSW, Australia.}},
DOI = {{10.1080/09687599.2019.1655856}},
Early Access Date = {{AUG 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability; climate change; small island developing states; climate
   migration; ableism; social justice}},
Keywords-Plus = {{ADAPTATION; REFUGEES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Sarah.Bell@exeter.ac.uk}},
ResearcherID-Numbers = {{Bell, Stephen/M-5078-2018}},
ORCID-Numbers = {{Bell, Stephen/0000-0003-2877-9231}},
Cited-References = {{Abbott D, 2013, DISABIL SOC, V28, P839, DOI 10.1080/09687599.2013.802222.
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Number-of-Cited-References = {{21}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{7}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IU5ER}},
Unique-ID = {{ISI:000483610000001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000484454800001,
Author = {Hunt, Xanthe and Swartz, Leslie and Braathen, Stine Hellum and Jordan,
   Cleone and Rohleder, Poul},
Title = {{(Re)presenting the self: Questions raised by a photovoice project with
   people with physical disabilities in South Africa}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{Photovoice is presented here as an emancipatory, participatory research
   method with the potential to put minority subjects in charge of their
   own representation. Drawing on research with disabled people conducted
   in South Africa, we argue that the meaning of images is often hostage to
   interpretations which reify untruths about the subject. We consider how
   photovoice projects may give rise to images that perpetuate the
   subjugation of their subjects, but could also facilitate an emancipatory
   politics of self-representation through photography, constituting a
   challenge and not only the discursive regimes and ideologies which
   underlie dominant aesthetics.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Hunt, X (Reprint Author), Stellenbosch Univ, Dept Psychol, Stellenbosch, South Africa.
   Hunt, Xanthe; Swartz, Leslie; Jordan, Cleone, Stellenbosch Univ, Dept Psychol, Stellenbosch, South Africa.
   Braathen, Stine Hellum, SINTEF Sci \& Technol, Dept Hlth, Oslo, Norway.
   Rohleder, Poul, Univ East London, Dept Psychol, London, England.}},
DOI = {{10.1080/09687599.2019.1649125}},
Early Access Date = {{AUG 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Photovoice; self-representation; participatory action research;
   disability studies}},
Keywords-Plus = {{PARTICIPATORY ACTION RESEARCH; DISABLED PEOPLE; ETHICS; REPRESENTATION;
   REFLECTIONS; EMPOWERMENT; POLITICS; ILLNESS; POLICY; WOMEN}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{xanthehuntwrites@gmail.com}},
ORCID-Numbers = {{Hunt, Xanthe/0000-0001-7531-6665
   Swartz, Leslie/0000-0003-1741-5897}},
Funding-Acknowledgement = {{FIRAH for the project Disability \& Sexuality in South Africa; National
   Research Foundation of South AfricaNational Research Foundation - South
   Africa}},
Funding-Text = {{This study was funded by FIRAH for the project Disability \& Sexuality
   in South Africa. And then XH was supported by the National Research
   Foundation of South Africa.}},
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Number-of-Cited-References = {{89}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IV7NW}},
Unique-ID = {{ISI:000484454800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000482354000001,
Author = {Hutcheon, Emily J. and Lashewicz, Bonnie},
Title = {{Tracing and troubling continuities between ableism and colonialism in
   Canada}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{This article draws on work in Critical Disability Studies (CDS) to trace
   continuities between ableism and colonialism in Canada, and illuminates
   three ways in which ableist violences have historically functioned, and
   still function, as colonial tools. These violences include: subtle and
   obvious pathologizing of indigenous bodies rooted in a logic of
   purification/elimination of defects; tropes of `inspirational
   disability' which have ongoing material, colonial effects, including the
   exaltation of white settler Canada; and eugenic institutions - a
   naturalized part of our national context - which subjugate indigenous
   ways of life while creating and reproducing white settler space. We
   challenge CDS scholars - especially those who, like ourselves, enjoy
   white and settler privilege - to call attention to the colonial effects
   of eugenic, ableist assumptions and to remain accountable to the
   colonial impulses inherent in their/our work. We conclude by charting
   possibilities of what decolonizing in CDS might mean.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Lashewicz, B (Reprint Author), Univ Calgary, Dept Community Hlth Sci, Calgary, AB, Canada.
   Hutcheon, Emily J.; Lashewicz, Bonnie, Univ Calgary, Dept Community Hlth Sci, Calgary, AB, Canada.}},
DOI = {{10.1080/09687599.2019.1647145}},
Early Access Date = {{AUG 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Ableism; colonialism; indigeneity; Critical Disability Studies}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{bmlashew@ucalgary.ca}},
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Number-of-Cited-References = {{60}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IS7UE}},
Unique-ID = {{ISI:000482354000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000483212500001,
Author = {Jenks, Andrew B. and Obringer, Kelsey M.},
Title = {{The poverty of plastics bans: Environmentalism's win is a loss for
   disabled people}},
Journal = {{CRITICAL SOCIAL POLICY}},
Year = {{2020}},
Volume = {{40}},
Number = {{1}},
Pages = {{151-161}},
Month = {{FEB}},
Abstract = {{Recent proposals in US cities to ban single-use plastic straws have been
   adopted quickly and met with little resistance. Environmentalists
   consider this a small but important win for reducing the harmful impact
   of single-use plastics on our planet overall. Yet there remains a
   critical mass of people who are systematically left out of the
   conversation: disabled people. These people are not only overlooked,
   they are othered for being poor or disabled or both. We argue that while
   drastically curtailing plastics production, use, and improper disposal
   is vital, single-use plastics bans, while just for the planet, are not
   equally just for all humans. Drawing on disability studies and
   environmental justice literatures, we problematise existing debates
   surrounding plastics bans, and recast these bans, and their effects, as
   an unnecessary othering of poor people and disabled people.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Jenks, AB (Reprint Author), Univ Delaware, Dept Polit Sci \& Int Relat, Smith Hall 347,18 Amstel Ave, Newark, DE 19716 USA.
   Jenks, Andrew B.; Obringer, Kelsey M., Univ Delaware, Dept Polit Sci \& Int Relat, Smith Hall 347,18 Amstel Ave, Newark, DE 19716 USA.}},
DOI = {{10.1177/0261018319868362}},
Early Access Date = {{AUG 2019}},
Article-Number = {{UNSP 0261018319868362}},
ISSN = {{0261-0183}},
EISSN = {{1461-703X}},
Keywords = {{ableism; disability; environmental justice; straw bans}},
Keywords-Plus = {{POLLUTION; JUSTICE; WASTE; BAGS}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{ajenks@udel.edu}},
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Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{33}},
Usage-Count-Since-2013 = {{34}},
Journal-ISO = {{Crit. Soc. Policy}},
Doc-Delivery-Number = {{JX4GB}},
Unique-ID = {{ISI:000483212500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000480749500001,
Author = {Eilers, Nicole},
Title = {{Detourning constructions of autistic masculinity in Parenthood}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{This article discusses a pedagogical project that asked undergraduate
   students in an education course to view and respond to the television
   series Parenthood's representation of autism and to a detournement, or
   counter-text, highlighting problematic aspects of this representation.
   The article begins by providing background information on the importance
   of involving pre-service teachers in critically examining
   representations of autism. Then, the article explains the method of
   detournement and describes the detournement created. Finally, the
   article provides an analysis of students' written responses and
   discusses the implications of the project as a whole. The results of
   this pedagogical project suggest the importance of involving future
   educators in activities that provoke the consideration of how dominant
   ideas of autism are constructed, and how these ideas might be called
   into question within the field of education.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Eilers, N (Reprint Author), Univ N Carolina, Sch Educ, Chapel Hill, NC 27515 USA.
   Eilers, Nicole, Univ N Carolina, Sch Educ, Chapel Hill, NC 27515 USA.}},
DOI = {{10.1080/09687599.2019.1649118}},
Early Access Date = {{AUG 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Autism; disability studies; teacher education; detournement}},
Keywords-Plus = {{DISABILITIES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{nbieber@live.unc.edu}},
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Number-of-Cited-References = {{36}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IQ4VO}},
Unique-ID = {{ISI:000480749500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000480505500001,
Author = {Katzman, Erika R. and Kinsella, Elizabeth Anne and Polzer, Jessica},
Title = {{`Everything is down to the minute': clock time, crip time and the
   relational work of self-managing attendant services}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{This article presents a key finding from a reflexive ethnographic study
   of the work disabled people and their support networks do to organize
   self-managed attendant services: that disabled `self-managers' and their
   `attendant' employees perform relational work to increase autonomy in
   the context of austerity-driven systemic constraints. Through a temporal
   lens informed by feminist and disability studies perspectives, `clock
   time' was seen to obscure personal resources of energy, time and skill
   that self-managers and attendants contribute to the performance of
   relational work. `Crip time' is explored as an alternative temporal
   orientation that might meaningfully inform future policy and programme
   development.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Katzman, ER (Reprint Author), Western Univ, Kings Univ Coll, Disabil Studies, London, ON, Canada.
   Katzman, ER (Reprint Author), Western Univ, Fac Hlth Sci, Hlth \& Rehabil Sci, London, ON, Canada.
   Katzman, Erika R., Western Univ, Kings Univ Coll, Disabil Studies, London, ON, Canada.
   Katzman, Erika R.; Kinsella, Elizabeth Anne; Polzer, Jessica, Western Univ, Fac Hlth Sci, Hlth \& Rehabil Sci, London, ON, Canada.
   Kinsella, Elizabeth Anne, Western Univ, Fac Hlth Sci, Sch Occupat Therapy, London, ON, Canada.
   Polzer, Jessica, Western Univ, Fac Arts \& Humanities, Womens Studies \& Feminist Res, London, ON, Canada.}},
DOI = {{10.1080/09687599.2019.1649126}},
Early Access Date = {{AUG 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Attendant services; direct funding; direct payments; relational work;
   independent living; crip time}},
Keywords-Plus = {{DIRECT PAYMENTS; PERSONAL ASSISTANCE; INVISIBLE WORK; COMMUNITY CARE;
   INDEPENDENCE; CASH; POLITICS; RESISTANCE; CONSUMER; MONEY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{ekatzma2@uwo.ca}},
ORCID-Numbers = {{Katzman, Erika/0000-0002-0907-6074}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of Canada (SSHRC)Social
   Sciences and Humanities Research Council of Canada (SSHRC)
   {[}752-2015-1938]}},
Funding-Text = {{This work was supported by the Social Sciences and Humanities Research
   Council of Canada (SSHRC) under Grant 752-2015-1938.}},
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Number-of-Cited-References = {{84}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IQ1JG}},
Unique-ID = {{ISI:000480505500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000489177500002,
Author = {Hillary, Alyssa},
Title = {{Am I the curriculum?}},
Journal = {{CURRICULUM INQUIRY}},
Year = {{2019}},
Volume = {{49}},
Number = {{4, SI}},
Pages = {{373-386}},
Month = {{AUG 8}},
Abstract = {{When we consider disability and the curriculum, we usually mean
   preparing professionals to work with people with disabilities or
   including students with disabilities. Here, I provide a personal
   description of these ideas colliding. It's Fall 2017, and I'm taking a
   course on Augmentative and Alternative Communication (AAC). That means
   it's about disability, or really, about certain services for people with
   disabilities. My classmates are studying to be speech language
   pathologists. I'm Autistic, and I use AAC part time because I can
   sometimes, but not always, speak. I'm the first AAC user to take this
   class. As we go through, the professor keeps saying how much they're
   learning from me, as an AAC user. So: am I the curriculum or the
   student? Am I both? Could I be a teacher? As I work on and eventually
   publish my class project, an overview of AAC use by speaking autistic
   adults, am I the object of research or the researcher? Am I both?}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hillary, A (Reprint Author), 67 Upper Coll Rd, Kingston, RI 02881 USA.
   Hillary, Alyssa, Univ Rhode Isl, Kingston, RI 02881 USA.}},
DOI = {{10.1080/03626784.2019.1664255}},
ISSN = {{0362-6784}},
EISSN = {{1467-873X}},
Keywords = {{Augmentative and alternative communication; autism; disability studies;
   student and teacher experiences; higher education; personal essay}},
Keywords-Plus = {{INTERVENTION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{alyhillary@gmail.com}},
Funding-Acknowledgement = {{Ryan Institute for Neuroscience Fellowship}},
Funding-Text = {{This work was not supported by any grants. The author was supported by a
   graduate tuition scholarship and Ryan Institute for Neuroscience
   Fellowship while completing the work.}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Curric. Inq.}},
Doc-Delivery-Number = {{JC3KL}},
Unique-ID = {{ISI:000489177500002}},
DA = {{2020-03-18}},
}

@article{ ISI:000489177500003,
Author = {Bacon, Jessica K. and Lalvani, Priya},
Title = {{Dominant narratives, subjugated knowledges, and the righting of the
   story of disability in K-12 curricula}},
Journal = {{CURRICULUM INQUIRY}},
Year = {{2019}},
Volume = {{49}},
Number = {{4, SI}},
Pages = {{387-404}},
Month = {{AUG 8}},
Abstract = {{Dominant stories, as upheld through K-12 curricula, are influential in
   reproducing systems of power and privilege in schools and society. In
   this article, we suggest that stories of people with disabilities are
   either missing in K-12 curricula, or told in ways that are highly
   ableist. We use discourse theory as a frame for considering the role of
   curricula in reproducing power/knowledge in schools, and promote
   critical pedagogy as a tool for teaching students to recognize and
   disrupt the ableism inherent in dominant educational discourses. We
   provide concrete strategies for infusing counter-narratives and
   subjugated knowledges into the curriculum where silences or
   authoritative presences exist. Overall, this article is a call to
   educators to tackle, head-on, ableist discourse in the curriculum with a
   goal of promoting liberatory knowledges about disability in schools.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bacon, JK (Reprint Author), Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Montclair, NJ 07043 USA.
   Bacon, Jessica K.; Lalvani, Priya, Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Montclair, NJ 07043 USA.}},
DOI = {{10.1080/03626784.2019.1656990}},
ISSN = {{0362-6784}},
EISSN = {{1467-873X}},
Keywords = {{Disability studies; discourse theory; K-12 curriculum; critical
   pedagogy; ableism}},
Keywords-Plus = {{TEACHER-EDUCATION; RACE; IDEOLOGY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{baconj@montclair.edu}},
ORCID-Numbers = {{Bacon, Jessica/0000-0003-4543-7209}},
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Number-of-Cited-References = {{68}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Curric. Inq.}},
Doc-Delivery-Number = {{JC3KL}},
Unique-ID = {{ISI:000489177500003}},
DA = {{2020-03-18}},
}

@article{ ISI:000489177500006,
Author = {Annamma, Subini Ancy and Handy, Tamara},
Title = {{DisCrit solidarity as curriculum studies and transformative praxis}},
Journal = {{CURRICULUM INQUIRY}},
Year = {{2019}},
Volume = {{49}},
Number = {{4, SI}},
Pages = {{442-463}},
Month = {{AUG 8}},
Abstract = {{Classroom and behaviour management are often touted as ways to build
   relationships in the classroom. Yet conceptions of classroom and
   behaviour management often focus on controlling or eradicating student
   behaviour; these carceral logics limit the ways educators can build
   classroom relationships focused on love and respect. Moreover, classroom
   and behaviour management are often rooted in punitive, top?down
   approaches wherein practices are dictated to teachers and classroom
   contexts and the students within are ignored. To disrupt these carceral
   and technocratic logics imbued within classroom and behaviour
   management, we argue that integrating disability studies exceeds
   constraining and quarantining boundaries of curriculum, shifting to
   meta-curriculum. Using Disability Critical Race Theory (DisCrit), we
   explicitly conceptualize relationships built in the classroom as a
   necessary part of critical curriculum studies. We then apply Disability
   Justice principles to curriculum studies to produce DisCrit Solidarity.
   Finally, we explore the four convictions of DisCrit Solidarity which can
   reorganize pedagogic spaces for liberation. This intersectional approach
   to relationships in the classroom rejects managing behaviours, requires
   purposeful articulation and highlights resistance by educators and
   students, resulting in transformative praxis.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Annamma, SA (Reprint Author), Stanford Univ, Grad Sch Educ, 520 Galvez Mall,CERAS 516, Stanford, CA 94305 USA.
   Annamma, Subini Ancy, Stanford Univ, Grad Sch Educ, 520 Galvez Mall,CERAS 516, Stanford, CA 94305 USA.
   Handy, Tamara, Univ Kelaniya, Ragama Med Fac, Dept Disabil Studies, Kelaniya, Sri Lanka.}},
DOI = {{10.1080/03626784.2019.1665456}},
ISSN = {{0362-6784}},
EISSN = {{1467-873X}},
Keywords = {{Critical theory; curriculum studies; socio-political conditions;
   disability studies}},
Keywords-Plus = {{CRITICAL RACE THEORY; CLASSROOM MANAGEMENT; EDUCATION; PEDAGOGIES;
   LESSONS; INTEGRATION; DISABILITY; IDEOLOGY; HISTORY; TEACHER}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{subini@stanford.edu}},
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Number-of-Cited-References = {{105}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Curric. Inq.}},
Doc-Delivery-Number = {{JC3KL}},
Unique-ID = {{ISI:000489177500006}},
DA = {{2020-03-18}},
}

@article{ ISI:000489177500007,
Author = {Naraian, Srikala},
Title = {{Precarious, debilitated and ordinary: Rethinking (in)capacity for
   inclusion}},
Journal = {{CURRICULUM INQUIRY}},
Year = {{2019}},
Volume = {{49}},
Number = {{4, SI}},
Pages = {{464-484}},
Month = {{AUG 8}},
Abstract = {{As the effects of high-stakes accountability mandates increasingly
   impact curricular enactments in schools, careful investigations of the
   ?how? of inclusion may allow the disclosure of its complexity to stretch
   the ways in which it is currently theorized. Drawing on my prior
   research, I have extracted three canonical elements of schooling that
   have remained largely unexamined within curricular theorizing for social
   justice, namely: the durability of place and time in the discourse of
   schooling and inclusion; the centrality of learning need within
   conceptions of inclusion; and, the necessity for agents of change to
   promote inclusion. Deploying an intertwined theoretical framework that
   includes critical disability studies, spatial theory, and writings of US
   Third World feminists, I argue that these elements collectively compel a
   (re)consideration of capacity within the construct of inclusion that can
   then evoke alternate imaginings of inclusive practice.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Naraian, S (Reprint Author), Columbia Univ, Teachers Coll, Dept Curriculum \& Teaching, 525 W 120th St, New York, NY 10027 USA.
   Naraian, Srikala, Columbia Univ, Teachers Coll, Dept Curriculum \& Teaching, 525 W 120th St, New York, NY 10027 USA.}},
DOI = {{10.1080/03626784.2019.1659100}},
ISSN = {{0362-6784}},
EISSN = {{1467-873X}},
Keywords = {{Teacher education; curriculum studies; educational practices; student
   and teacher experiences}},
Keywords-Plus = {{SPECIAL-EDUCATION; TEACHER-EDUCATION; DISABILITY; SPACES; AGENCY;
   CURRICULUM; IDENTITY; POLITICS; HISTORY; FUTURE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{naraian@tc.edu}},
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Number-of-Cited-References = {{97}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{5}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Curric. Inq.}},
Doc-Delivery-Number = {{JC3KL}},
Unique-ID = {{ISI:000489177500007}},
DA = {{2020-03-18}},
}

@article{ ISI:000489177500008,
Author = {Snyder, Sarah N. and Pitt, Kendra-Ann and Shanouda, Fady and Voronka,
   Jijian and Reid, Jenna and Landry, Danielle},
Title = {{Unlearning through Mad Studies: Disruptive pedagogical praxis}},
Journal = {{CURRICULUM INQUIRY}},
Year = {{2019}},
Volume = {{49}},
Number = {{4, SI}},
Pages = {{485-502}},
Month = {{AUG 8}},
Abstract = {{Medical discourse currently dominates as the defining framework for
   madness in educational praxis. Consequently, ideas rooted in a mental
   health/illness binary abound in higher learning, as both curriculum
   content and through institutional procedures that reinforce structures
   of normalcy. While madness, then, is included in university spaces, this
   inclusion proceeds in ways that continue to pathologize madness and
   disenfranchise mad people. This paper offers Mad Studies as an
   alternative entry point for engaging with madness in higher education,
   arguing that centring madness in pedagogical praxis has the potential to
   interrupt hegemonic ways of knowing, being, and learning. We illustrate
   how this disruption is facilitated by examining particular aspects of
   pedagogical praxis mobilized in Mad Studies, including building
   curriculum alongside mad community, centring madness in course design
   and student assessment, and the practice of mad positivity. Ultimately,
   this approach provides a metacurriculum of unlearning, challenging
   students to consider how their engagement with madness in the classroom,
   and beyond, has the potential to disrupt sanist systems of oppression
   and the normalcy they reconstitute.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Snyder, SN (Reprint Author), Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada.
   Snyder, Sarah N., Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada.
   Pitt, Kendra-Ann, York Univ, Sch Social Work, Toronto, ON, Canada.
   Shanouda, Fady, City Univ London, Sch Hlth Sci, London, England.
   Voronka, Jijian, Univ Windsor, Sch Social Work, Windsor, ON, Canada.
   Reid, Jenna; Landry, Danielle, Ryerson Univ, Sch Disabil Studies, Toronto, ON, Canada.}},
DOI = {{10.1080/03626784.2019.1664254}},
ISSN = {{0362-6784}},
EISSN = {{1467-873X}},
Keywords = {{Mad Studies; critical pedagogy; mental health; Disability Studies;
   higher education; metacurriculum}},
Keywords-Plus = {{MENTAL-HEALTH; CURRICULUM; DISABILITY; MADNESS; ILLNESS; HISTORY; STIGMA}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{sarah.snyder@utoronto.ca}},
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Number-of-Cited-References = {{77}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Curric. Inq.}},
Doc-Delivery-Number = {{JC3KL}},
Unique-ID = {{ISI:000489177500008}},
DA = {{2020-03-18}},
}

@article{ ISI:000479249700001,
Author = {Fitts, Michelle S. and Condon, Taeha and Gilroy, John and Bird, Katrina
   and Bleakley, Erica and Matheson, Lauren and Fleming, Jennifer and
   Clough, Alan R. and Esterman, Adrian and Maruff, Paul and Bohanna, India},
Title = {{Indigenous traumatic brain injury research: responding to recruitment
   challenges in the hospital environment}},
Journal = {{BMC MEDICAL RESEARCH METHODOLOGY}},
Year = {{2019}},
Volume = {{19}},
Number = {{1}},
Month = {{AUG 7}},
Abstract = {{Background Hospitals are common recruitment sites for injury and
   disability studies. However, the clinical and rehabilitation environment
   can create unique challenges for researchers to recruit participant
   populations. While there is growing injury and disability focused
   research involving Indigenous people to understand the types of services
   and supports required by this population to enhance their recovery
   experiences, there is limited knowledge of researchers' experiences
   implementing recruitment processes in the tertiary hospital environment.
   This paper reflects on the specific challenges of recruiting Indigenous
   patients following a traumatic brain injury from two tertiary hospitals
   in Northern Australia. Methods Between July 2016 and April 2018,
   research staff recruited eligible patients from one hospital in
   Queensland and one hospital in the Northern Territory. Qualitative
   records summarising research staff contact with patients, family members
   and clinical hospital staff were documented. These qualitative records,
   in addition to field trip notes and researcher reflections were reviewed
   to summarise the main challenges in gaining access to patients who fit
   the eligibility criteria. Results During the recruitment process, there
   were five main challenges encountered: (1) Patients discharging against
   medical advice from hospital; (2) Discharge prior to formal emergence
   from Post Traumatic Amnesia as per the Westmead Post Trauma Amnesia
   Scale; (3) Patients under adult guardianship orders; (4) Narrow
   participant eligibility criteria and (5) Coordinating around patient
   commitments and treatment. Details of how the recruitment processes were
   modified throughout the recruitment phase of the study to ensure greater
   access to patients that met the criteria are described. Conclusion Based
   on our recruitment experiences, several recommendations are proposed for
   future TBI studies with Indigenous Australians. In addition to
   treatment, Indigenous TBI patients have wide range of needs that must be
   addressed while in hospital. Patient engagement and data collection
   processes should be flexible to respond to patient needs and the
   hospital environment. Employment of a centralized recruiter at each
   hospital site may help to minimise the challenges researchers need to
   navigate in the hospital environment. To improve recruitment processes
   in hospitals, it is essential for researchers examining other health or
   injury outcomes to describe their recruitment experiences.}},
Publisher = {{BMC}},
Address = {{CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Fitts, MS (Reprint Author), James Cook Univ, Div Trop Hlth \& Med, Coll Publ Hlth Med \& Vet Sci, Townsville, Qld, Australia.
   Fitts, MS (Reprint Author), La Trobe Univ, Ctr Alcohol Policy Res, Melbourne, Vic, Australia.
   Fitts, Michelle S., James Cook Univ, Div Trop Hlth \& Med, Coll Publ Hlth Med \& Vet Sci, Townsville, Qld, Australia.
   Fitts, Michelle S., La Trobe Univ, Ctr Alcohol Policy Res, Melbourne, Vic, Australia.
   Condon, Taeha; Bird, Katrina; Bohanna, India, James Cook Univ, Div Trop Hlth \& Med, Coll Publ Hlth Med \& Vet Sci, Cairns, Qld, Australia.
   Gilroy, John, Univ Sydney, Ctr Disabil Res \& Policy, Fac Hlth Sci, Sydney, NSW, Australia.
   Bleakley, Erica, Royal Darwin Hosp, Natl Crit Care \& Trauma Response Ctr, Darwin, NT, Australia.
   Matheson, Lauren, Townsville Hosp \& Hlth Serv, Occupat Therapy Dept, Townsville, Qld, Australia.
   Fleming, Jennifer, Univ Queensland, Sch Hlth \& Rehabil Sci, Brisbane, Qld, Australia.
   Clough, Alan R., James Cook Univ, Australian Inst Trop Hlth \& Med, Community Based Hlth Promot \& Prevent Studies Grp, Cairns, Qld, Australia.
   Esterman, Adrian, Univ South Australia, Sansom Inst Hlth Res, Cairns, Qld 4870, Australia.
   Esterman, Adrian, Univ South Australia, Sch Nursing \& Midwifery, Cairns, Qld 4870, Australia.
   Esterman, Adrian, James Cook Univ, Australian Inst Trop Hlth \& Med, Cairns, Qld 4870, Australia.
   Maruff, Paul, Florey Inst Neurosci \& Mental Hlth, Melbourne, Vic, Australia.}},
DOI = {{10.1186/s12874-019-0813-x}},
Article-Number = {{172}},
ISSN = {{1471-2288}},
Keywords = {{Methodology; Recruitment; Brain injury; Aboriginal and Torres Strait
   islander health; Disability; Westmead post-traumatic amnesia scale}},
Keywords-Plus = {{COMMUNITY INTEGRATION; ABORIGINAL PATIENTS; HEALTH-CARE; COMMUNICATION;
   PRINCIPLES; EXPERIENCE}},
Research-Areas = {{Health Care Sciences \& Services}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services}},
Author-Email = {{michelle.fitts1@jcu.edu.au}},
ResearcherID-Numbers = {{Fleming, Jennifer/AAH-5108-2020}},
Funding-Acknowledgement = {{National Health and Medical Research Council (NHMRC)National Health and
   Medical Research Council of Australia {[}1081947]}},
Funding-Text = {{The study is funded by the National Health and Medical Research Council
   (NHMRC, Project Grant \#1081947). The funding body had no role in the
   study design, in the collection of the data, in the writing of the
   manuscript or the decision to submit the manuscript for publication.}},
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Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{BMC Med. Res. Methodol.}},
Doc-Delivery-Number = {{IO2ZG}},
Unique-ID = {{ISI:000479249700001}},
OA = {{DOAJ Gold, Green Published, Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000480010300001,
Author = {Pickard, Beth},
Title = {{A Framework for Mediating Medical and Social Models of Disability in
   Instrumental Teaching for Children with Down Syndrome}},
Journal = {{RESEARCH STUDIES IN MUSIC EDUCATION}},
Abstract = {{This article reflects upon the potential mediation of medical and social
   interpretations of disability through informing instrumental tuition
   with the strengths recognised in the learning profile of children with
   Down Syndrome. The learning profile is explored and critically
   discussed, and its reductionist, deficit-based potential identified;
   before considering the potential value of applying the evidence-based
   phenotype to musical provision. While a medical model of disability may
   interpret this learning profile as a list of deficiencies, this paper
   proposes that an informed, strength-based approach to teaching could
   empower students and challenge barriers to participation through
   suitably tailored provision, providing a relevant and constructive
   learning experience. This framework therefore aligns more closely with a
   Nordic relational model of disability that mediates the medical and
   social models, recognising disability as an interaction between
   impairment and the environment. Three case reports are presented to
   demonstrate and emphasise the range of personalities and individual
   differences between musicians with Down Syndrome, but also how this
   evidence-based approach can be applicable to many students, potentially
   contextualised within a ``Universal Design for Learning{''} framework. A
   summary considers how raising awareness of constructive strategies for
   informed provision could develop confidence amongst practitioners, and
   thus in turn increase provision of relevant musical opportunities to
   students with additional learning needs, including Down Syndrome. In a
   critical conclusion, the notion of ``differentiation{''} as perpetuating
   a dominant ableist discourse is considered and recommendations made with
   regard to furthering connections between critical social practices
   associated with Critical Disability Studies and music education.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Pickard, B (Reprint Author), Univ South Wales, USW Treforest Campus, Pontypridd CF37 1DL, M Glam, Wales.
   Pickard, Beth, Univ South Wales, USW Treforest Campus, Pontypridd CF37 1DL, M Glam, Wales.}},
DOI = {{10.1177/1321103X19855416}},
Early Access Date = {{AUG 2019}},
Article-Number = {{UNSP 1321103X19855416}},
ISSN = {{1321-103X}},
EISSN = {{1834-5530}},
Keywords = {{differentiation; disability; Down Syndrome; learning profile; pedagogy}},
Keywords-Plus = {{SPECIAL NEEDS; YOUNG-PEOPLE; MUSIC; AUTISM; ADULTS; PERCEPTION;
   STUDENTS; ABLEISM; SOUNDS}},
Research-Areas = {{Music}},
Web-of-Science-Categories  = {{Music}},
Author-Email = {{beth.pickard@southwales.ac.uk}},
ResearcherID-Numbers = {{Pickard, Beth/AAB-7521-2019}},
ORCID-Numbers = {{Pickard, Beth/0000-0003-2773-148X}},
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Number-of-Cited-References = {{126}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{8}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Res. Stud. Music Educ.}},
Doc-Delivery-Number = {{IP4FG}},
Unique-ID = {{ISI:000480010300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000503874600001,
Author = {Kahana, Eva and Kahana, Jeffrey S. and Kahana, Boaz and Ermoshkina,
   Polina},
Title = {{Meeting Challenges of Late Life Disability Proactively}},
Journal = {{INNOVATION IN AGING}},
Year = {{2019}},
Volume = {{3}},
Number = {{4}},
Month = {{AUG}},
Abstract = {{Discussions of disability in the gerontological and the disability
   studies literatures have seldom considered unique perspectives and needs
   of older adults. Disability has often been stigmatized and viewed as
   antithetical to successful aging. We call for expansion of prevailing
   paradigms of disability to address the resilience and continuing human
   potential of older adults living with disabilities. In addition to
   recognizing the environmental context of disability, we propose greater
   attention to adaptive potential of disabled older adults. We discuss 6
   types of proactive adaptations that can contribute to empowerment,
   meaning, enhanced quality of life and psychological well-being among
   persons living with late-life onset disabilities. These include: (a)
   helping others, (b) planning for future care, (c) marshaling
   intergenerational support, (d) self-advocacy for responsive health care,
   (e) making environmental modifications to improve safety and comfort of
   the home, and (f) finding strength in spiritual pursuits. Enacting
   proactive adaptations can contribute to resilience in facing late life
   impairments and functional limitations. Such efforts can complement
   utilization of services and obtaining accommodations. Maintaining life
   satisfaction among older adults living with disabilities also involves
   focus on transcendent personal goals and acceptance of an altered self.
   We note how a more integrative view of medical and social dimensions of
   disability, infused with concepts of human agency, contributes to
   rapprochement between alternative disciplinary orientations to late life
   disability. Without negating society's important responsibilities for
   accommodating to needs of older adults living with disability, we
   reaffirm their potential for greater control and self-determination
   through proactive adaptations.}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kahana, E (Reprint Author), Case Western Reserve Univ, Dept Sociol, 226 Mather Mem Bldg 231B,10900 Euclid Ave, Cleveland, OH 44106 USA.
   Kahana, Eva; Ermoshkina, Polina, Case Western Reserve Univ, Dept Sociol, 226 Mather Mem Bldg 231B,10900 Euclid Ave, Cleveland, OH 44106 USA.
   Kahana, Jeffrey S., Mt St Mary Coll, Dept Hist, Newburgh, NY USA.
   Kahana, Boaz, Cleveland State Univ, Dept Psychol, Cleveland, OH 44115 USA.}},
DOI = {{10.1093/geroni/igz023}},
Article-Number = {{igz023}},
ISSN = {{2399-5300}},
Keywords = {{Disability; Disability models; Environmental modifications; Helping;
   Intergenerational support; Planning; Proactive adaptations;
   Self-advocacy; Spirituality}},
Keywords-Plus = {{OLDER-ADULTS; OF-LIFE; SPIRITUALITY; MINDFULNESS; RELIGION; CARE;
   PARTICIPATION; COMMUNICATION; INDEPENDENCE; ANTECEDENTS}},
Research-Areas = {{Geriatrics \& Gerontology}},
Web-of-Science-Categories  = {{Geriatrics \& Gerontology}},
Author-Email = {{eva.kahana@case.edu}},
Funding-Acknowledgement = {{National Institute of Nursing ResearchUnited States Department of Health
   \& Human ServicesNational Institutes of Health (NIH) - USANIH National
   Institute of Nursing Research (NINR) {[}1 R01 NR10271]}},
Funding-Text = {{This work was supported by the National Institute of Nursing Research
   (Grant number 1 R01 NR10271 to Elders Marshaling Responsive Care to
   Enhance Quality of Life in the Final Years. Principal Investigator: Dr.
   Eva Kahana).}},
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Number-of-Cited-References = {{76}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Innov. Aging}},
Doc-Delivery-Number = {{JX6XG}},
Unique-ID = {{ISI:000503874600001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000482905300001,
Author = {Chapman, Richard},
Title = {{Dear Mrs. P: An Exploration in the Beliefs of High-Expectations for
   Individuals with Disabilities}},
Journal = {{QUALITATIVE REPORT}},
Year = {{2019}},
Volume = {{24}},
Number = {{8}},
Pages = {{1826-1833}},
Month = {{AUG}},
Abstract = {{This article is a narrative exploring the topic of self-advocacy and
   self-determination for individuals with disabilities. Through my
   narrative, I explore ways that we can increase expectations of
   individuals with disabilities.}},
Publisher = {{NOVA SOUTHEASTERN UNIV}},
Address = {{3301 COLLEGE AVE, FORT LAUDERDALE-DAVIE, FL 33314 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chapman, R (Reprint Author), Univ S Florida, Dept Counseling Educ, Tampa, FL 33620 USA.
   Chapman, Richard, Univ S Florida, Dept Counseling Educ, Tampa, FL 33620 USA.}},
Article-Number = {{1}},
ISSN = {{2160-3715}},
Keywords = {{Disability Studies; Scholarly Personal Narrative; Self-Advocacy}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{rac@mail.usf.edu}},
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Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Qual. Rep.}},
Doc-Delivery-Number = {{IT5LU}},
Unique-ID = {{ISI:000482905300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000481610000004,
Author = {Larson, Scott},
Title = {{Histrionics of the Pulpit Trans Tonalities of Religious Enthusiasm}},
Journal = {{TSQ-TRANSGENDER STUDIES QUARTERLY}},
Year = {{2019}},
Volume = {{6}},
Number = {{3, SI}},
Pages = {{315-337}},
Month = {{AUG 1}},
Abstract = {{The eighteenth-century Atlantic world was swept with a radical new form
   of Christian preaching that aimed to engage the feelings and sensations
   of mass audiences. In the nineteenth century, this heart-centered
   preaching became a mainstream form of American Christianity, but in its
   first hundred years, it was widely regarded as perverse, effeminate, and
   depraved. Early evangelical Christianity threatened to destabilize
   social and political orders, to drive the masses ``out of their
   senses,{''} and to throw gender norms into chaos. This article argues
   that attention to ``trans tonality{''}-an investigation of trans at the
   level of tone, expression, and sensation-offers a surprising trans
   history of early American culture and opens up an archive rich with
   accounts of gender and sensory variance.}},
Publisher = {{DUKE UNIV PRESS}},
Address = {{905 W MAIN ST, STE 18-B, DURHAM, NC 27701 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Larson, S (Reprint Author), Univ Michigan, Amer Culture, Ann Arbor, MI 48109 USA.
   Larson, Scott, Univ Michigan, Amer Culture, Ann Arbor, MI 48109 USA.}},
DOI = {{10.1215/23289252-7549428}},
ISSN = {{2328-9252}},
EISSN = {{2328-9260}},
Keywords = {{transgender history; disability studies; religious revivals; religious
   enthusiasm; George Whitefield}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Funding-Acknowledgement = {{Lesbian Gay Queer Research Institute; American Culture Workshop at the
   University of Michigan}},
Funding-Text = {{I would like to acknowledge Don James McLaughlin, Emily Skidmore,
   Benjamin Bascom, William Calvo-Quiros, the Lesbian Gay Queer Research
   Institute, and the American Culture Workshop at the University of
   Michigan for their support on this manuscript. I am grateful for the
   generous feedback from anonymous reviewers for TSQ.}},
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Number-of-Cited-References = {{78}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{TSQ-Transgender Stud. Q.}},
Doc-Delivery-Number = {{IR7GX}},
Unique-ID = {{ISI:000481610000004}},
DA = {{2020-03-18}},
}

@article{ ISI:000478729000007,
Author = {Barlow, Molly A. and Villegas, Andrea and Cox, David J.},
Title = {{Still Lost in Translation}},
Journal = {{INTELLECTUAL AND DEVELOPMENTAL DISABILITIES}},
Year = {{2019}},
Volume = {{57}},
Number = {{4}},
Pages = {{339-340}},
Month = {{AUG}},
Abstract = {{Interdisciplinary dialogue can help progress and improve professional
   fields. Progress and improvement may be impeded by barriers within an
   interdisciplinary dialogue, two of which are false dichotomies and
   faulty generalizations. It is our opinion that this particular
   interdisciplinary dialogue will advance productively by avoiding: false
   dichotomies about the medical model and Disability Studies in Education
   (DSE) framework; false dichotomies about using a normality approach to
   establish goals; and faulty generalizations about practitioners within
   and outside the field in which we are trained. Most helping
   professionals care passionately about improving the quality of lives of
   the people with whom they work. Centering interdisciplinary
   conversations on this shared value can help avoid false dichotomies and
   faulty generalizations.}},
Publisher = {{AMER ASSOC INTELLECTUAL DEVELOPMENTAL DISABILITIES}},
Address = {{444 N CAPITOL ST, NW STE 846, WASHINGTON, DC 20001-1512 USA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Cox, DJ (Reprint Author), Johns Hopkins Univ, Sch Med, Dept Psychiat \& Behav Sci, Behav Pharmacol Res Unit, 5510 Nathan Shock Dr, Baltimore, MD 21224 USA.
   Barlow, Molly A.; Villegas, Andrea, Univ Florida, Gainesville, FL 32611 USA.
   Cox, David J., Johns Hopkins Univ, Sch Med, Baltimore, MD 21218 USA.}},
DOI = {{10.1352/1934-9556-57.4.339}},
ISSN = {{1934-9491}},
EISSN = {{1934-9556}},
Keywords = {{interdisciplinary communication; applied behavior analysis; behaviorism}},
Keywords-Plus = {{CURRENT DIMENSIONS; REINFORCEMENT}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{dcox33@jhmi.edu}},
ORCID-Numbers = {{Cox, David J./0000-0003-4376-2104}},
Cited-References = {{BAER DM, 1968, J APPL BEHAV ANAL, V1, P91, DOI 10.1901/jaba.1968.1-91.
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   Todorov J. C., 2013, BEHAV PHILOS, V41, P70.}},
Number-of-Cited-References = {{13}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Intellect. Dev. Disabil.}},
Doc-Delivery-Number = {{IN5PM}},
Unique-ID = {{ISI:000478729000007}},
DA = {{2020-03-18}},
}

@article{ ISI:000478592800005,
Author = {Schumaker, Jean B. and Fisher, Joseph B. and Walsh, Lisa D.},
Title = {{Effects of Computerized Instruction on the Use of Punctuation Strategies
   by Students with LD}},
Journal = {{LEARNING DISABILITIES RESEARCH \& PRACTICE}},
Year = {{2019}},
Volume = {{34}},
Number = {{3}},
Pages = {{158-170}},
Month = {{AUG}},
Abstract = {{An interactive multimedia software program was developed for teaching
   punctuation strategies and then tested with middle-school and
   high-school students with learning disabilities. Students at each school
   level were randomly selected into an experimental or control group.
   Results showed that experimental students at both school levels
   performed similarly by earning significantly higher scores on a test of
   punctuation usage than the control students. Additionally, experimental
   students in both school cohorts inserted significantly fewer incorrect
   punctuation marks than the controls. Furthermore, the experimental
   students generalized their use of the strategies to a test where they
   wrote their own sentences. Thus, this study shows that students with LD
   can learn punctuation strategies at a high level of mastery and can
   generalize their skills to sentence editing and sentence construction
   tasks when taught through interactive multimedia.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Schumaker, JB (Reprint Author), Edge Enterprises Inc, Lawrence, KS 66044 USA.
   Schumaker, Jean B., Edge Enterprises Inc, Lawrence, KS 66044 USA.
   Fisher, Joseph B., Grand Valley State Univ, Coll Educ, Allendale, MI 49401 USA.
   Walsh, Lisa D., Autism Behav \& Psychol Serv, Greenville, NC USA.}},
DOI = {{10.1111/ldrp.12203}},
ISSN = {{0938-8982}},
EISSN = {{1540-5826}},
Keywords-Plus = {{SENTENCE-COMBINING INSTRUCTION; INTERACTIVE HYPERMEDIA PROGRAM;
   TEST-TAKING STRATEGY; DESCRIPTIVE PARAGRAPHS; LEARNING-DISABILITIES;
   WRITING INSTRUCTION; SECONDARY STUDENTS; SCHOOL-STUDENTS; PERFORMANCE;
   CHILDREN}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{jschumak@ku.edu}},
Cited-References = {{Bishop DVM, 2003, CORTEX, V39, P215, DOI 10.1016/S0010-9452(08)70106-0.
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   2008, LEARN DISABILITY Q, V31, P211.}},
Number-of-Cited-References = {{82}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{IN3RA}},
Unique-ID = {{ISI:000478592800005}},
DA = {{2020-03-18}},
}

@article{ ISI:000478686500014,
Author = {Silver, John Russell},
Title = {{Obituary-Mike Oliver (1945-2019) Emeritus Professor of Disability
   Studies OBITUARY}},
Journal = {{SPINAL CORD}},
Year = {{2019}},
Volume = {{57}},
Number = {{8}},
Pages = {{714}},
Month = {{AUG}},
Publisher = {{NATURE PUBLISHING GROUP}},
Address = {{MACMILLAN BUILDING, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Biographical-Item}},
Language = {{English}},
Affiliation = {{Silver, JR (Reprint Author), George House,High St, Tring, Herts, England.
   Silver, John Russell, George House,High St, Tring, Herts, England.}},
DOI = {{10.1038/s41393-019-0310-4}},
ISSN = {{1362-4393}},
EISSN = {{1476-5624}},
Research-Areas = {{Neurosciences \& Neurology; Rehabilitation}},
Web-of-Science-Categories  = {{Clinical Neurology; Rehabilitation}},
Author-Email = {{jrussellsilver@btconnect.com}},
Cited-References = {{OLIVER M, PUBLICATION LIST.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Spinal Cord}},
Doc-Delivery-Number = {{IN4ZU}},
Unique-ID = {{ISI:000478686500014}},
DA = {{2020-03-18}},
}

@article{ ISI:000477634700006,
Author = {Yamada, Keiko and Wakaizumi, Kenta and Kubota, Yasuhiko and Matsudaira,
   Ko and Shibata, Masahiko},
Title = {{Smoking is associated with greater pain intensity and pain-related
   occupational disability in Japanese workers}},
Journal = {{JOURNAL OF ANESTHESIA}},
Year = {{2019}},
Volume = {{33}},
Number = {{4}},
Pages = {{523-530}},
Month = {{AUG}},
Abstract = {{PurposePain symptom, such as that caused by musculoskeletal disorders,
   is a major cause of occupational disability. As nicotine intake from
   smoking increases pain sensitivity, smokers may experience stronger pain
   and be more likely to experience pain-related disability than
   non-smokers. The study aim was to examine whether smoking was associated
   with pain-related occupational disability via pain
   intensity.MethodsParticipants were 1189 workers with pain aged
   20-74years in Japan. Participants completed a self-report questionnaire,
   which included a question to measure pain-related occupational
   disability with ordinal-option: (1) without pain-related disability, (2)
   pain-related presenteeism, and (3) pain-related absenteeism. An ordinal
   logistic regression model was used to calculate multivariable-adjusted
   proportional odds ratios (OR) with 95\% confidence intervals (CI) for
   the prevalence of pain-related occupational disability according to
   smoking status. A multiple mediation analysis was also conducted to
   assess whether pain sensitivity mediated the association between smoking
   and pain-related occupational disability. Adjusted variables were
   demographic variables, socioeconomic status, work-related psychosocial
   factors, general psychological factors, and pain duration.ResultsCurrent
   smoking and pain were associated with pain-related occupational
   disability compared with non-smoking and pain (multivariable OR 1.78;
   95\% CI 1.26-2.52). Greater pain intensity partially mediated the
   association of current smoking and pain with pain-related occupational
   disability. The mediation rate (indirect/total effect) was
   25\%.ConclusionSmoking and pain were associated with pain-related
   occupational disability, partially through greater pain intensity, among
   Japanese workers.}},
Publisher = {{SPRINGER JAPAN KK}},
Address = {{SHIROYAMA TRUST TOWER 5F, 4-3-1 TORANOMON, MINATO-KU, TOKYO, 105-6005,
   JAPAN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Yamada, K (Reprint Author), Osaka Univ, Grad Sch Med, Dept Social Med, Publ Hlth, 2-2 Yamadaoka, Suita, Osaka 5650871, Japan.
   Yamada, K (Reprint Author), Juntendo Univ, Fac Med, Dept Anesthesiol \& Pain Med, Bunkyo Ku, 2-1-1 Hongo, Tokyo 1130033, Japan.
   Yamada, K (Reprint Author), McGill Univ, Dept Psychol, 2001 McGill Coll, Montreal, PQ H3A 1G1, Canada.
   Yamada, Keiko, Osaka Univ, Grad Sch Med, Dept Social Med, Publ Hlth, 2-2 Yamadaoka, Suita, Osaka 5650871, Japan.
   Yamada, Keiko; Matsudaira, Ko, Juntendo Univ, Fac Med, Dept Anesthesiol \& Pain Med, Bunkyo Ku, 2-1-1 Hongo, Tokyo 1130033, Japan.
   Yamada, Keiko, McGill Univ, Dept Psychol, 2001 McGill Coll, Montreal, PQ H3A 1G1, Canada.
   Wakaizumi, Kenta, Shirley Ryan AbilityLab, 355 East Erie, Chicago, IL 60611 USA.
   Wakaizumi, Kenta, Northwestern Univ, Feinberg Sch Med, Dept Phys Med \& Rehabil, 710 N Lake Shore Dr, Chicago, IL 60611 USA.
   Kubota, Yasuhiko, Osaka Ctr Canc \& Cardiovasc Dis Prevent, Joto Ku, 1-6-107 Morinomiya, Osaka 5368588, Japan.
   Matsudaira, Ko, Univ Tokyo, Fac Med, Dept Med Res \& Management Musculoskeletal Pain, 22nd Century Med \& Res Ctr, 7-3-1 Bunkyo Ku, Tokyo 1138655, Japan.
   Shibata, Masahiko, Naragakuen Univ, Dept Hlth Sci, 15-1 Nakatomigaoka, Nara 6318524, Japan.}},
DOI = {{10.1007/s00540-019-02661-1}},
ISSN = {{0913-8668}},
EISSN = {{1438-8359}},
Keywords = {{Smoking; Disability studies; Occupational medicine; Pain; Pain
   measurement}},
Keywords-Plus = {{LOW-BACK-PAIN; PRESENTEEISM; SENSITIVITY; PERFORMANCE}},
Research-Areas = {{Anesthesiology}},
Web-of-Science-Categories  = {{Anesthesiology}},
Author-Email = {{keiko-yamada@umin.org}},
Funding-Acknowledgement = {{Japan Agency for Medical Research and Development, AMEDJapan Agency for
   Medical Research and Development (AMED) {[}16EK0610004H0003]; Health
   Labour Sciences Research Grants; Industrial Disease Clinical Research
   Grants {[}14020301-01]; Astellas Foundation for Research on Metabolic
   Disorders; Program for Leading Graduate School for ``Science for
   Development of Super Mature Society{''} from the Ministry of Education,
   Culture, Sport, Science, and Technology in Japan}},
Funding-Text = {{This research was supported by a grant for The Research Project on
   Elucidation of Chronic Pain from the Japan Agency for Medical Research
   and Development, AMED (16EK0610004H0003), Health Labour Sciences
   Research Grants, and Industrial Disease Clinical Research Grants
   (14020301-01). This research was supported in part by a fellowship to
   Keiko Yamada from the Astellas Foundation for Research on Metabolic
   Disorders and supported in part by a research assistantship of a
   Grant-in-Aid to Kenta Wakaizumi and the Program for Leading Graduate
   School for ``Science for Development of Super Mature Society{''} from
   the Ministry of Education, Culture, Sport, Science, and Technology in
   Japan.}},
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Number-of-Cited-References = {{28}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Anesth.}},
Doc-Delivery-Number = {{IL9WF}},
Unique-ID = {{ISI:000477634700006}},
DA = {{2020-03-18}},
}

@article{ ISI:000469987300011,
Author = {Eisen, Isabel and Cunningham, Barbara Jane and Campbell, Wenonah},
Title = {{Conducting participatory photography with children with disabilities: a
   literature review}},
Journal = {{DISABILITY AND REHABILITATION}},
Year = {{2019}},
Volume = {{41}},
Number = {{16}},
Pages = {{1943-1954}},
Month = {{JUL 31}},
Abstract = {{Purpose: This review summarized studies that used participatory
   photography with children with disabilities, including those with
   communication impairments, and described modifications made to the
   methodology to facilitate their participation in qualitative research.
   Methods: In the fall of 2016, we searched Psycinfo (OVID), ERIC, CINAHL
   and Web of Science to identify studies that used participatory
   photography with children with disabilities. The search was repeated in
   January 2018 to retrieve any new publications. The first author
   extracted data that described the characteristics of each study and the
   modifications used. Results: Of the 258 articles identified, 19 met
   inclusion criteria. Participants ranged from 4-21 years old and had a
   variety of disabilities. Study topics included education, leisure
   activities and adulthood. Researchers modified participatory photography
   to enhance accessibility by: modifying cameras; providing individual
   training; teaching consent through role play; allowing children to
   direct adults to take photographs; including additional forms of media;
   using diaries and questionnaires; providing individual interviews with
   simplified questions; using multiple forms of communication; and
   modifying how photographs are shared. Conclusions: Participatory
   photography can be an effective method for studying the lived
   experiences of children with disabilities, particularly those with
   communication impairments. Methodological modifications can enhance the
   accessibility of this approach for this population.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Campbell, W (Reprint Author), McMaster Univ, Inst Appl Hlth Sci, Sch Rehabil Sci, 1400 Main St West,Room 408, Hamilton, ON L8S 1C7, Canada.
   Eisen, Isabel, McMaster Univ, Bachelor Hlth Sci Honours Program, Hamilton, ON, Canada.
   Cunningham, Barbara Jane; Campbell, Wenonah, McMaster Univ, Sch Rehabil Sci, Hamilton, ON, Canada.
   Cunningham, Barbara Jane; Campbell, Wenonah, McMaster Univ, CanChild Ctr Childhood Disabil Res, Hamilton, ON, Canada.}},
DOI = {{10.1080/09638288.2018.1457089}},
ISSN = {{0963-8288}},
EISSN = {{1464-5165}},
Keywords = {{Participatory photography; photovoice; photo-elicitation; methodology
   review; children; disability}},
Keywords-Plus = {{AUTISM SPECTRUM DISORDER; QUALITATIVE RESEARCH; YOUNG-PEOPLE;
   PHOTOVOICE; INTERVIEWS; PERCEPTIONS; EXPERIENCES; LANGUAGE; STUDENTS;
   ISSUES}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{campbelw@mcmaster.ca}},
Cited-References = {{Al-Busaidi Zakiya Q, 2008, Sultan Qaboos Univ Med J, V8, P11.
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Number-of-Cited-References = {{62}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Disabil. Rehabil.}},
Doc-Delivery-Number = {{IB0YB}},
Unique-ID = {{ISI:000469987300011}},
DA = {{2020-03-18}},
}

@article{ ISI:000479503400001,
Author = {Shek-Noble, Liz and Jones, Chelsea Temple},
Title = {{`Who will clean up the mess?': reflections on media coverage of a
   human-guide dog pair in Southeast Asia}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{This article analyses media representations of Lashawn Chan (dog) and
   Stevens Chan Kum Fai (human), who are considered the first recorded
   service animal-human team in Malaysia. The article reflects on the
   pair's public relationship as an intersectional, multi-framework that is
   relevant to both disability and animal justice. Following both critical
   animal and disability studies literature, we read media reports of
   Lashawn and Stevens' public encounters. These stories frame the pair as
   spectacle, threat, and resource. They reveal the influences of cultural
   and social conventions that utilise guide dogs as advocacy tools, as
   well as public attitudes towards guide dogs and their users in Malaysian
   and western contexts. The authors advocate for alternative
   representations based on interspecies interdependence.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Shek-Noble, L (Reprint Author), Showa Womens Univ, Dept English Language \& Commun, Tokyo, Japan.
   Jones, CT (Reprint Author), Univ Regina, Fac Social Work, Regina, SK, Canada.
   Jones, CT (Reprint Author), Univ Regina, Fac Media Art \& Performance, Regina, SK, Canada.
   Shek-Noble, Liz, Showa Womens Univ, Dept English Language \& Commun, Tokyo, Japan.
   Jones, Chelsea Temple, Univ Regina, Fac Social Work, Regina, SK, Canada.
   Jones, Chelsea Temple, Univ Regina, Fac Media Art \& Performance, Regina, SK, Canada.}},
DOI = {{10.1080/09687599.2019.1634520}},
Early Access Date = {{JUL 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Critical animal studies; disability studies; interspecies
   interdependence; guide dogs; media representation}},
Keywords-Plus = {{SERVICE; DISABILITIES; BENEFITS; IDENTITY; PEOPLE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{shek-noble@swu.ac.jp
   chelsea.jones@ryerson.ca}},
Cited-References = {{Abou el Fadl Khaled, 2004, ENCY RELIG NATURE SV.
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Number-of-Cited-References = {{46}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IO6SH}},
Unique-ID = {{ISI:000479503400001}},
DA = {{2020-03-18}},
}

@article{ ISI:000475383700025,
Author = {Scambler, Sasha and Curtis, Sarah A.},
Title = {{Contextualising disability and dentistry: challenging perceptions and
   removing barriers}},
Journal = {{BRITISH DENTAL JOURNAL}},
Year = {{2019}},
Volume = {{227}},
Number = {{1}},
Pages = {{55-57}},
Month = {{JUL 12}},
Abstract = {{This paper explores the contextualised relationship between disability
   and oral health, locating questions about the oral health and oral
   health care of disabled people within wider debates about the material,
   social and cultural barriers that disabled people face when accessing
   health care. Sociological and disability studies research is drawn on to
   highlight potential barriers to oral health for disabled people and
   outline alternative ways of looking at, thinking about and challenging
   these barriers. Starting with a brief look at definitions and
   understandings of disability and the impact of this on attitudes,
   research on the multi-level barriers faced by disabled people within
   oral health care is then highlighted. The article concludes with some
   thoughts on how research from other disciplinary traditions can be
   useful in helping to make dentistry more prepared to appropriately and
   successfully meet the needs of disabled people, both in a special care
   setting but also, more crucially, in a general dental setting.}},
Publisher = {{NATURE PUBLISHING GROUP}},
Address = {{MACMILLAN BUILDING, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Scambler, S (Reprint Author), Kings Coll London, Fac Dent Oral \& Craniofacial Sci, Cent Off, Floor 18,Tower Wing, London, England.
   Scambler, Sasha; Curtis, Sarah A., Kings Coll London, Fac Dent Oral \& Craniofacial Sci, Cent Off, Floor 18,Tower Wing, London, England.}},
DOI = {{10.1038/s41415-019-0463-8}},
ISSN = {{0007-0610}},
EISSN = {{1476-5373}},
Keywords-Plus = {{SPECIAL CARE DENTISTRY; ACCESS; PEOPLE; SERVICES; ADULTS}},
Research-Areas = {{Dentistry, Oral Surgery \& Medicine}},
Web-of-Science-Categories  = {{Dentistry, Oral Surgery \& Medicine}},
Author-Email = {{sasha.scambler@kcl.ac.uk}},
Cited-References = {{Allen P Finbarr, 2003, Health Qual Life Outcomes, V1, P40, DOI 10.1186/1477-7525-1-40.
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Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Br. Dent. J.}},
Doc-Delivery-Number = {{II7PK}},
Unique-ID = {{ISI:000475383700025}},
DA = {{2020-03-18}},
}

@article{ ISI:000475005100001,
Author = {Garzon Diaz, Karim Del Rocio and Goodley, Dan},
Title = {{Teaching disability: strategies for the reconstitution of disability
   knowledge}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Abstract = {{As teachers of disability studies, working with students from the health
   and psychological sciences, we tackle some of our pedagogical challenges
   and offer productive possibilities. We begin by introducing the
   offerings of disability studies and then consider our first question:
   how might we invite disability into our teaching? We introduce a Spanish
   tale - Por cuatro esquinitas de nada - that, while aimed at children and
   not explicitly engaged with a disability, permits us to engage in
   inter-textual analyses of disability. We find that students move through
   different stages of what we term distinction, idealisation and
   invisibility/concealment. We then address our second question - what
   does it mean to teach disability? We answer this with reference to the
   generative practices of two teaching methodologies: disposal and
   disavowal. We conclude the paper by considering the importance of
   generating critical theories of disability.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Goodley, D (Reprint Author), Univ Sheffield, Sch Educ, iHuman, 241 Glossop Rd, Sheffield S10 2TN, S Yorkshire, England.
   Garzon Diaz, Karim Del Rocio, Univ Rosario, Escuela Med \& Ciencias Salud, Bogota, Colombia.
   Goodley, Dan, Univ Sheffield, Sch Educ, iHuman, 241 Glossop Rd, Sheffield S10 2TN, S Yorkshire, England.}},
DOI = {{10.1080/13603116.2019.1640292}},
Early Access Date = {{JUL 2019}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Teaching; disability studies; intertextuality; disposal; disavowal;
   reconstitution}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{d.goodley@sheffield.ac.uk}},
ResearcherID-Numbers = {{Goodley, Dan/K-1391-2014
   Garzon-Diaz, Karim/H-7126-2016}},
ORCID-Numbers = {{Goodley, Dan/0000-0002-0660-5671
   Garzon-Diaz, Karim/0000-0001-9173-4330}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ES/P001041/1]}},
Funding-Text = {{Dan would like to thank and acknowledge the Economic and Social Research
   Council for their funding of the ES/P001041/1 Life, Death, Disability
   and the Human: Living Life to the Fullest that has informed the writing
   of this paper. https://gtr.ukri.org/projects?ref=ES\%2FP001041\%2F1.}},
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Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{II2AO}},
Unique-ID = {{ISI:000475005100001}},
OA = {{Other Gold, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000476390700001,
Author = {Van Aswegen, Jennifer},
Title = {{Disabling discourses and charitable model of disability: labour market
   activation for people with disabilities, Ireland - a critical policy
   analysis}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{This study is informed by critical disability studies particularly in
   the area of labour market activation for disabled people, aimed at
   capturing the complex intersection between welfare, education and
   employment policy. The Comprehensive Employment Strategy for People with
   Disabilities 2015-2024 represents a significant policy event in Irish
   disability policy-making. It was originally committed to some decades
   previously when the State's first National Disability Strategy was
   published. The policy document presents key proposals for addressing the
   poor participation rates of people with disabilities in employment.
   Having finally ratified the United Nations Convention on the Rights of
   People with Disabilities in 2018, the policy represents an important
   milestone in achieving disability equality and inclusion. Thus, cultural
   and political understanding of the way in which disability is
   constituted within the policy-making process is of central importance to
   this study. On this basis, this article explores the uses of language
   and the often-paradoxical discourses that saturate this policy, through
   the lens of critical disability studies, highlighting the tensions and
   limitations therein.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Van Aswegen, J (Reprint Author), Natl Univ Ireland Galway, St Angelas Coll, Sligo, Ireland.
   Van Aswegen, Jennifer, Natl Univ Ireland Galway, St Angelas Coll, Sligo, Ireland.}},
DOI = {{10.1080/09687599.2019.1634519}},
Early Access Date = {{JUL 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{critical discourse analysis; disability policy; human rights; ableism;
   disablism; employment activation}},
Keywords-Plus = {{SPECIAL EDUCATIONAL-NEEDS; INCLUSIVE EDUCATION; SUPPORT ALLOWANCE;
   HUMAN-RIGHTS; WORK; WELFARE; NEOLIBERALISM; EMPLOYMENT; POVERTY; HEALTH}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{jvanaswegen@stangelas.nuigalway.iie}},
ORCID-Numbers = {{Van Aswegen, Jennifer/0000-0003-1309-4870}},
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Number-of-Cited-References = {{86}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{7}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IK2AM}},
Unique-ID = {{ISI:000476390700001}},
DA = {{2020-03-18}},
}

@article{ ISI:000478280400001,
Author = {Cluley, Victoria and Fyson, Rachel and Pilnick, Alison},
Title = {{Theorising disability: a practical and representative ontology of
   learning disability}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2020}},
Volume = {{35}},
Number = {{2}},
Pages = {{235-257}},
Month = {{FEB 7}},
Abstract = {{This article contributes to the ongoing development of the theorisation
   of learning disability, focusing on the value of the ontological turn.
   We argue that while social theory has influenced understandings of
   disability within academia, particularly within disability studies, it
   has had a limited impact on the discursive and practical use of the term
   `learning disability'. How `learning disability' is constructed is of
   direct consequence to the lives of people with learning disabilities.
   Owing to this, we present a practical and representative ontology of
   learning disability in order to progress the ontological turn into
   everyday understandings of disability. To do this, disability theory is
   discussed, critically appraised and progressed. We then outline how this
   new theorisation could be re-contextualised within policy, with a view
   to further re-contextualisation into practice and the everyday. It is
   hoped that this article will spark discussion regarding how the
   ontological turn can be used for change.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cluley, V (Reprint Author), City Univ London, Cass Business Sch, London, England.
   Cluley, Victoria, City Univ London, Cass Business Sch, London, England.
   Fyson, Rachel, Univ Nottingham, Ctr Social Work, Fac Social Sci, Nottingham, England.
   Pilnick, Alison, Univ Nottingham, Sch Sociol \& Social Policy, Nottingham, England.}},
DOI = {{10.1080/09687599.2019.1632692}},
Early Access Date = {{JUL 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability theory; learning disability; ontological turn; critical
   disability studies}},
Keywords-Plus = {{INTELLECTUAL DISABILITY; INCLUSIVE RESEARCH; PEOPLE; PARENTS; CHOICE;
   BODIES; MODEL}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{victoria.cluley@city.ac.uk}},
ORCID-Numbers = {{Pilnick, Alison/0000-0003-0987-8760}},
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Number-of-Cited-References = {{66}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{KK6GR}},
Unique-ID = {{ISI:000478280400001}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000476442300001,
Author = {Vandecasteele, Marieke and De Schauwer, Elisabeth and Blockmans, Inge
   and Van Hove, Geert},
Title = {{Research through a Camera Lens: A Rhizomatic Search for Lode's Code}},
Journal = {{CRITICAL ARTS-SOUTH-NORTH CULTURAL AND MEDIA STUDIES}},
Year = {{2019}},
Volume = {{33}},
Number = {{1}},
Pages = {{30-43}},
Month = {{JAN 2}},
Abstract = {{Every family culture is ruled by unspoken codes. Throughout the short
   film Lode's Code, Marieke Vandecasteele (the first author) searches for
   these codes within her own family in a visual-ethnographic way. In
   traditional research, families with a family member with a disability
   are often pinned down to individual categories linked with linear
   explanations. Vandecasteele's search for the code of her brother Lode
   and for her own position in the parental nest-with leaving home as a red
   thread-resulted in a hybrid animated documentary where subjective
   experiences prevail over the search for explanations. It shows how
   layered codes intra-act in the family machine and can (be) move(d). This
   paper focuses on the rhizomatic process of making the film. How were the
   keys to Vandecasteele's family code shaped and what was the role of
   animation film as a medium? An in-depth discussion shows how poetic
   research of this kind offers opportunities within the interdisciplinary
   research domain of Disability Studies to let the complexity inherent to
   a family with a member with a disability emerge in all its richness and
   multilayeredness.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vandecasteele, M (Reprint Author), Univ Ghent, Fac Psychol \& Pedag Sci, Dept Special Needs Educ, Ghent, Belgium.
   Vandecasteele, Marieke; De Schauwer, Elisabeth; Blockmans, Inge; Van Hove, Geert, Univ Ghent, Fac Psychol \& Pedag Sci, Dept Special Needs Educ, Ghent, Belgium.
   Blockmans, Inge, Katholieke Univ Leuven, Fac Med, Inst Family \& Sexual Studies, Leuven, Belgium.}},
DOI = {{10.1080/02560046.2019.1627473}},
Early Access Date = {{JUL 2019}},
ISSN = {{0256-0046}},
EISSN = {{1992-6049}},
Keywords = {{Visual-ethnography; shortfilm; poetic inquiry; family machine;
   Disability Studies; rhizome; multilayeredness}},
Research-Areas = {{Cultural Studies}},
Web-of-Science-Categories  = {{Cultural Studies}},
Author-Email = {{marieke.vandecasteele@ugent.be}},
ORCID-Numbers = {{Vandecasteele, Marieke/0000-0001-5248-0913}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Crit. Arts}},
Doc-Delivery-Number = {{JA4NW}},
Unique-ID = {{ISI:000476442300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000474264300001,
Author = {Vaughan, Kelly P. and Super, Gia},
Title = {{Theory, practice, and perspectives: Disability Studies and parenting
   children with disabilities}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{7-8, SI}},
Pages = {{1102-1124}},
Month = {{SEP 14}},
Abstract = {{In this process-oriented article, the authors weave short personal
   narratives with theoretical reflections to examine the relationship
   between Disability Studies scholarship and parenting children with
   disabilities. The authors present three findings: first, their position
   as parent-teacher-scholars informs their work in Disability Studies.
   Second, the work of Disability Studies scholars has the potential to
   positively influence parents' understandings of disability;
   consequently, Disability Studies-informed parenting can influence parent
   advocacy for their children. Third, parent-scholars have the potential
   to create research that can positively impact parents, practitioners,
   and the field of Disability Studies. The authors conclude by arguing
   that there is a need for Disability Studies scholarship for and by
   parents. This work is significant because it challenges divisions
   between theory and practice, and articulates a need and responsibility
   for parents to grapple with alternative understandings of disability and
   alternative (collective) ways to create better social conditions for
   their children.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vaughan, KP (Reprint Author), Purdue Univ Northwest, Sch Educ \& Counseling, Hammond, IN 46323 USA.
   Vaughan, Kelly P., Purdue Univ Northwest, Sch Educ \& Counseling, Hammond, IN 46323 USA.
   Super, Gia, Univ Illinois, Dept Policy Studies Urban Educ Social Fdn, Chicago, IL USA.}},
DOI = {{10.1080/09687599.2019.1621741}},
Early Access Date = {{JUL 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability studies; parent scholars; inclusion; Disability
   Studies-informed parenting}},
Keywords-Plus = {{DISABLED-CHILDREN; MOTHERS; PARTNERSHIPS; FAMILIES; PRAXIS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{vaughak@pnw.edu}},
Cited-References = {{Annamma S, 2018, TEACH TEACH EDUC, V73, P70, DOI 10.1016/j.tate.2018.03.008.
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   Brockley Janice, 2004, MENTAL RETARDATION A, P130.
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   Clare Eli, 2017, BRILLIANT IMPERFECTI.
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   Mingus Mia, 2011, LEAVING EVIDENC 0212.
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   United States Department of Education, 2000, GUID IND ED PROGR.
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   Ware L. P., 2002, HYPATIA, V17, P143, DOI DOI 10.1111/J.1527-2001.2002.TB00945.X.}},
Number-of-Cited-References = {{48}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{JK6QN}},
Unique-ID = {{ISI:000474264300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000472529200008,
Author = {Alshammari, Shahd},
Title = {{Writing an Illness Narrative and Negotiating Identity: A Kuwaiti
   Academic/Author's Journey}},
Journal = {{LIFE WRITING}},
Year = {{2019}},
Volume = {{16}},
Number = {{3}},
Pages = {{431-438}},
Month = {{JUL 3}},
Abstract = {{This essay begins by discussing illness narratives in literature. Given
   the lack of illness narratives in Arabic literature and Anglophone
   literature, the author has written a collection of short stories, which
   are partly a memoir dealing with her own disability. The work is
   entitled Notes on the Flesh. It deals with illness and disability in
   Kuwait and the Middle East in general. Using critical theory such as
   Arthur Frank's work on storytelling and writing the self and body, this
   essay interrogates the process of healing, self-writing, and the
   reception of a work on disability. Writing women's lives is crucial, and
   even more so is the writing of disabled female protagonists into the
   existing literature on women. Only through creative writing is there a
   sense of reclaiming voice and agency. The author charts her journey
   through academia, women's studies, disability studies, and how life
   writing became an integral part of survival.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Alshammari, S (Reprint Author), Gulf Univ Sci \& Technol, English Dept, Mishref, Kuwait.
   Alshammari, Shahd, Gulf Univ Sci \& Technol, English Dept, Mishref, Kuwait.}},
DOI = {{10.1080/14484528.2018.1514240}},
ISSN = {{1448-4528}},
EISSN = {{1751-2964}},
Keywords = {{Writing the self; disability; illness narrative; Arab women}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{alshammari.s@gust.edu.kw}},
Cited-References = {{Abu-Habib L., 1997, GENDER DISABILITY WO.
   Ahmed Sara, 2017, LIVING FEMINIST LIFE.
   Alshammari Shahd, 2017, NOTES FLESH.
   Frank A., 2012, LETTING STORIES BREA.
   Frank AW., 1997, WOUNDED STORYTELLER.
   Haraway Donna Jeanne., 2015, COMPANION SPECIES MA.
   Lorde Audre, 2006, CANC J SPECIAL EDITI.}},
Number-of-Cited-References = {{7}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Life Writ.}},
Doc-Delivery-Number = {{IE7BK}},
Unique-ID = {{ISI:000472529200008}},
DA = {{2020-03-18}},
}

@article{ ISI:000471932500003,
Author = {Battalova, Alfiya},
Title = {{Ambivalent subjectivities: experiences of mothers with disabilities in
   Russia}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{6}},
Pages = {{904-925}},
Month = {{JUL 3}},
Abstract = {{Women with disabilities are still rarely imagined in the role of a
   mother. Narratives about motherhood that promote traditional gender
   roles and the primary role of motherhood in women's lives (pronatalism)
   in countries like Russia emphasize the value of non-disabled and
   heteronormative bodies and minds. The lived experiences and the lived
   citizenship of mothers with disabilities disrupt societal assumptions
   about motherhood. However, the structural environment of pronatalism
   inevitably influences the ways in which mothers with disabilities
   understand motherhood and construct their sense of selves
   (subjectivities). Drawing on the framework of citizenship and the
   feminist disability studies literature, this article analyzes how the
   personal and the political are intertwined. The analysis is based on
   empirical data obtained from qualitative interviews with 14 mothers with
   disabilities in a provincial city of Russia.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Battalova, A (Reprint Author), Univ Illinois, Dept Disabil \& Human Dev, Chicago, IL 60607 USA.
   Battalova, Alfiya, Univ Illinois, Dept Disabil \& Human Dev, Chicago, IL 60607 USA.}},
DOI = {{10.1080/09687599.2019.1580563}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability; motherhood; citizenship; Russia; subjectivity}},
Keywords-Plus = {{GENDER; FEMININITY; WORLD; BODY; POLITICS; WOMEN; WELL}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{alfiya06@gmail.com}},
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   Watson N, 2002, DISABIL SOC, V17, P509, DOI 10.1080/09687590220148496.}},
Number-of-Cited-References = {{59}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{ID8KI}},
Unique-ID = {{ISI:000471932500003}},
DA = {{2020-03-18}},
}

@article{ ISI:000476285100001,
Author = {Hernandez-Saca, I, David and Kahn, Laurie Gutmann},
Title = {{``The Problem isn't Yourself Overcoming, it's Other People Overcoming
   You:{''} A Decolonizing Mental Health DSE Curricular Cripstemology
   Reading of Daniel and Luna's Intersectional Dis/ability Experiences}},
Journal = {{EDUCATIONAL STUDIES-AESA}},
Year = {{2019}},
Volume = {{55}},
Number = {{4, SI}},
Pages = {{436-452}},
Month = {{JUL 4}},
Abstract = {{This study brings together 2 case studies to interrogate the
   intersectional experiences of historically marginalized youth at the
   intersections of power and identity from a decolonizing mental health
   disability studies in education (DSE) cripstemology approach.
   Specifically, we analyzed how US schools create normalized meanings of
   mental health. Daniel was a 1st-generation Mexican American to the
   United States, bilingual in both Spanish and English, and was labeled
   with a learning disability and a speech and language impairment. Daniel
   was born in Pinole, a southwestern major urban city and was in the 8th
   grade. Luna, a 16-year-old 10th-grader who lived at home with his mother
   and his stepfather and identifies as an Arab American, was on an
   individual education program for his disabilities including mild
   cerebral palsy, apraxia, and dysarthria. Luna identified as a pansexual
   and transgender individual and experiences depression and suicide
   ideation. There were similarities and differences between Daniel and
   Luna's experiences related to intersectional disability oppressions that
   were interpersonal and institutional, their identity processes around
   school contexts tied to their ethnicities, language use, sexuality, and
   their experiences with colonial mental health hegemony. Our framework
   created new knowledge for theory, research, and praxis within US
   schools.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hernandez-Saca, DI (Reprint Author), Univ Northern Iowa, Dept Special Educ, 1227 W 27th St, Cedear Falls, IA 50614 USA.
   Hernandez-Saca, David, I, Univ Northern Iowa, Cedar Falls, IA 50614 USA.
   Kahn, Laurie Gutmann, Moravian Coll, Bethlehem, PA USA.}},
DOI = {{10.1080/00131946.2019.1629925}},
Early Access Date = {{JUL 2019}},
ISSN = {{0013-1946}},
EISSN = {{1532-6993}},
Keywords-Plus = {{EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{david.hernandez-saca@uni.edu}},
Cited-References = {{Althusser Louis, 1971, LENIN PHILOS OTHER E.
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   Zembylas M., 2003, TEACHERS AND TEACHIN, V9, P213, DOI DOI 10.1080/13540600309378.}},
Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Educ. Stud.-AESA}},
Doc-Delivery-Number = {{IM4KT}},
Unique-ID = {{ISI:000476285100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000484132400005,
Author = {Leng, Kirsten},
Title = {{Historicising `Compulsory Able-bodiedness': The History of Sexology
   meets Queer Disability Studies}},
Journal = {{GENDER AND HISTORY}},
Year = {{2019}},
Volume = {{31}},
Number = {{2}},
Pages = {{319-333}},
Month = {{JUL}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Leng, K (Reprint Author), Univ Massachusetts, Dept Women Gender Sexual Studies, Amherst, MA 01003 USA.
   Leng, Kirsten, Univ Massachusetts, Dept Women Gender Sexual Studies, Amherst, MA 01003 USA.}},
DOI = {{10.1111/1468-0424.12428}},
ISSN = {{0953-5233}},
EISSN = {{1468-0424}},
Keywords-Plus = {{FEMINISM; REFLECTIONS; EUGENICS; GERMANY}},
Research-Areas = {{History; Women's Studies}},
Web-of-Science-Categories  = {{History; Women's Studies}},
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Number-of-Cited-References = {{55}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Gend. Hist.}},
Doc-Delivery-Number = {{IV2UP}},
Unique-ID = {{ISI:000484132400005}},
DA = {{2020-03-18}},
}

@article{ ISI:000483160000011,
Author = {Pino Moran, Juan Andres and Victoria Tiseyra, Maria},
Title = {{ENCOUNTERS BETWEEN THE DECOLONIAL PERSPECTIVE AND DISABILITIES STUDIES}},
Journal = {{REVISTA COLOMBIANA DE CIENCIAS SOCIALES}},
Year = {{2019}},
Volume = {{10}},
Number = {{2}},
Pages = {{497-521}},
Month = {{JUL-DEC}},
Abstract = {{The aim of this paper is to inquire into the possibilities of
   articulating the theme of disability and the decolonial perspective
   through a revisionist approach to the assumptions of coloniality /
   decoloniality from critical studies of disability. In this way, and
   through a theoretical meeting of both perspectives, nodes of confluence
   are offered in order to provide contributions to the discussions present
   within the academic field and social activism, making knowledge visible,
   practices and epistemologies concealed by the matrix of power
   modern-colonial.}},
Publisher = {{FUNDACION UNIV LUIS AMIGO}},
Address = {{TRANSVERSAL 51 A, MEDELLIN, 67B 90, COLOMBIA}},
Type = {{Review}},
Language = {{Spanish}},
Affiliation = {{Moran, JAP (Reprint Author), Univ Autonoma Barcelona, Dept Sociol, Barcelona, Spain.
   Pino Moran, Juan Andres, Univ Autonoma Barcelona, Dept Sociol, Barcelona, Spain.
   Victoria Tiseyra, Maria, Univ Buenos Aires, Planificac \& Gest \& Polit Sociales, Buenos Aires, DF, Argentina.}},
DOI = {{10.21501/22161201.2893}},
ISSN = {{2216-1201}},
Keywords = {{Disability; Modernity; Decoloniality; Latinamerica}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{juanpino.to@gmail.com
   vtisey@gmail.com}},
Cited-References = {{Abberley P., 2008, SUPERAR BARRERAS DIS, P34.
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   Wendell Susan, 2001, HYPATIA, V16, P17, DOI DOI 10.1111/J.1527-2001.2001.TB00751.X.}},
Number-of-Cited-References = {{91}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Rev. Colomb. Cienc. Soc.}},
Doc-Delivery-Number = {{IT8VM}},
Unique-ID = {{ISI:000483160000011}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000474486302192,
Author = {Reeves, P. and Harris, M. and Phelan, S.},
Title = {{THE EXCLUSIONARY EFFECTS OF INCLUSION TODAY: CONSTRUCTIONS OF
   INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN INCLUSIVE EDUCATION
   SETTINGS}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITY RESEARCH}},
Year = {{2019}},
Volume = {{63}},
Number = {{7}},
Pages = {{768}},
Month = {{JUL}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Reeves, P.; Harris, M.; Phelan, S., Univ Alberta, Edmonton, AB, Canada.}},
ISSN = {{0964-2633}},
EISSN = {{1365-2788}},
Keywords = {{Inclusive Education; Critical Disability Studies; Inclusion; Discourse
   Analysis}},
Research-Areas = {{Education \& Educational Research; Genetics \& Heredity; Neurosciences
   \& Neurology; Psychiatry; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Genetics \& Heredity; Clinical Neurology;
   Psychiatry; Rehabilitation}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Intell. Disabil. Res.}},
Doc-Delivery-Number = {{IH4TZ}},
Unique-ID = {{ISI:000474486302192}},
DA = {{2020-03-18}},
}

@article{ ISI:000474870000004,
Author = {Burns, Erin and Green, Kristin E. C.},
Title = {{Academic Librarians' Experiences and Perceptions on Mental Illness
   Stigma and the Workplace}},
Journal = {{COLLEGE \& RESEARCH LIBRARIES}},
Year = {{2019}},
Volume = {{80}},
Number = {{5}},
Pages = {{638-657}},
Month = {{JUL}},
Abstract = {{Research has been conducted within academia about faculty members and
   students who have experienced mental illness from a variety of
   theoretical perspectives, including disability studies. While this
   research acknowledges that the stigma surrounding mental illness keeps
   people from sharing their experiences, there has not been research that
   focused specifically on librarians in higher education. This study
   sought to determine if mental illness stigma affects academic librarians
   and their professional environments, including teaching and providing
   services for students, using a survey modeled on one from the
   psychological literature. The responses revealed that stigma greatly
   influences academic librarians, particularly with regard to disclosure.
   An allowance for disclosure without the fear of stigmatization would not
   only help librarians but would also help other members of our academic
   communities. Sharing these survey results can begin to fill a gap that
   exists in the literature between librarians experiencing mental illness,
   the stigma that they experience because of it, and changing our academic
   culture.}},
Publisher = {{ASSOC COLL RESEARCH LIBRARIES}},
Address = {{50 E HURON ST, CHICAGO, IL 60611 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Burns, E (Reprint Author), Penn State Shenango, Lartz Mem Lib, Sharon, PA 16146 USA.
   Burns, Erin, Penn State Shenango, Lartz Mem Lib, Sharon, PA 16146 USA.
   Green, Kristin E. C., Penn State Scranton, Dunmore, PA USA.}},
DOI = {{10.5860/crl.80.5.638}},
ISSN = {{0010-0870}},
EISSN = {{2150-6701}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
Author-Email = {{emb28@psu.edu
   kristin.green@psu.edu}},
Cited-References = {{Accardi M. T., 2016, BURNOUT OBSCURES MAJ.
   Burnett Dean, 2016, GUARDIAN.
   Corrigan P. W., 2010, SOCIAL PSYCHOL FDN C, P51.
   Corrigan PW, 2005, ON THE STIGMA OF MENTAL ILLNESS: PRACTICAL STRATEGIES FOR RESEARCH AND SOCIAL CHANGE, P11, DOI 10.1037/10887-001.
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   King M, 2007, BRIT J PSYCHIAT, V190, P248, DOI 10.1192/bjp.bp.106.024638.
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   Werner S, 2012, RES DEV DISABIL, V33, P748, DOI 10.1016/j.ridd.2011.10.009.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Coll. Res. Libr.}},
Doc-Delivery-Number = {{II0BI}},
Unique-ID = {{ISI:000474870000004}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000474178900001,
Author = {Gillberg, Claudia and Pettersson, Andreas},
Title = {{Between duty and right: disabled schoolchildren and teachers' ableist
   manifestations in Sweden}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{9-10}},
Pages = {{1668-1673}},
Month = {{NOV 26}},
Abstract = {{In this article we discuss ableist manifestations about chronically ill
   and disabled schoolchildren in Sweden. On claiming their right to
   schooling, these children risk being excluded due to not conforming with
   norms while being refused alternative formats that would enable
   participation. They are then accused of not attending school and
   construed as problematic. Parents are derided as mollycoddling
   perpetrators by teachers who perceive themselves as superior knowers of
   disability and illness, polarising an already infected school debate.
   Alternative formats for participation are derided, claiming that certain
   disabilities do not exist or that parents exaggerate their children's
   symptoms. We concede that teachers' poor work environments due to
   underfunding and unreasonable workloads are problematic, but we are
   adamant that unfavourable work conditions must not entail unethical
   professional conduct. We hope this article will contribute to putting
   the situation of chronically ill and disabled schoolchildren in Sweden
   on the radar of Critical Disability Studies as well as in relevant
   fields of practice and that it might stimulate a change in public
   debate.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Gillberg, C (Reprint Author), Jonkoping Univ, Swedish Natl Ctr Lifelong Learning ENCELL, Jonkoping, Sweden.
   Gillberg, C (Reprint Author), Ctr Welf Reform, Sheffield, S Yorkshire, England.
   Gillberg, Claudia, Jonkoping Univ, Swedish Natl Ctr Lifelong Learning ENCELL, Jonkoping, Sweden.
   Gillberg, Claudia, Ctr Welf Reform, Sheffield, S Yorkshire, England.
   Pettersson, Andreas, Sodertorn Univ, Dept Social Sci, Laws, Stockholm, Sweden.}},
DOI = {{10.1080/09687599.2019.1630592}},
Early Access Date = {{JUL 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Chronically ill and disabled schoolchildren; chronic illness;
   recognition; disability denial; Sweden}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{claudia.gillberg@ju.se}},
ORCID-Numbers = {{Gillberg, Claudia/0000-0002-5177-5557}},
Cited-References = {{Disability News Service, 2019, OUTP ADM SOC MOD PIO.
   Pettersson A, 2015, OUT WELFARE STATE RI.
   Pettersson A., 2019, RATTIGHETSBASERAD FO.
   Simon Duffy, 2018, EXTREME POVERTY TIME.
   United Nations, 1989, CONV RIGHTS CHILD CR.
   United Nations, 2006, CONV RIGHTS PERS DIS.}},
Number-of-Cited-References = {{6}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{KG1CZ}},
Unique-ID = {{ISI:000474178900001}},
OA = {{Other Gold, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000473503500013,
Author = {Stiff, Anthony J.},
Title = {{Disabling Mission, Enabling Witness: Exploring Missiology through the
   Lens of Disability Studies}},
Journal = {{INTERNATIONAL BULLETIN OF MISSION RESEARCH}},
Year = {{2019}},
Volume = {{43}},
Number = {{3}},
Pages = {{298-299}},
Month = {{JUL}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Stiff, AJ (Reprint Author), Univ Aberdeen, Aberdeen, Scotland.
   Stiff, Anthony J., Univ Aberdeen, Aberdeen, Scotland.}},
DOI = {{10.1177/2396939319838453}},
ISSN = {{2396-9393}},
EISSN = {{2396-9407}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Cited-References = {{Conner Benjamin T., 2018, DISABLING MISSION EN.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. Bull. Mission. Res.}},
Doc-Delivery-Number = {{IG0TP}},
Unique-ID = {{ISI:000473503500013}},
DA = {{2020-03-18}},
}

@article{ ISI:000473844800001,
Author = {Loutzenheiser, Lisa W. and Erevelles, Nirmala},
Title = {{`What's Disability Got To Do With It?': Crippin' Educational Studies at
   the Intersections}},
Journal = {{EDUCATIONAL STUDIES-AESA}},
Year = {{2019}},
Volume = {{55}},
Number = {{4, SI}},
Pages = {{375-386}},
Month = {{JUL 4}},
Abstract = {{This is the introductory article to a special issue that foregrounds the
   centrality of an intersectional and enmeshed disability studies as an
   analytical framework in educational studies. The guest coeditors note
   that there has been a paucity of articles published in this journal that
   engage critical disability studies. This has occurred despite the fact
   that disability, as a pivotal analytic, is deployed in educational
   contacts to often simultaneously disrupt and reproduce the everyday
   workings of the settler colonial state that are simultaneously
   anti-Black, anti-Indigenous, anti-immigrant, antitransgender, antiqueer,
   antipoor, and also antidisability. And yet, notwithstanding its pivotal
   location, educational studies scholarship continues to enable the
   erasure and invisibility of disability in discussions of transformative
   educational praxis. The authors of the articles in this special issue
   break with this tradition and, instead, offer diverse and compelling
   analyses that critically engage disability at the intersections of race,
   sexuality, immigration/refugee, gender, class, and gender identity. The
   guest editors discuss the critiques and possibilities that
   enable/disenable critical disabilities studies at the intersections and
   enmeshments of social difference. The introduction describes how the
   articles included in this special issue explicate the problematic:
   What's disability got to do with educational studies? Drawing on Robert
   McRuer's (2006) conceptualization of ``cripping as a paradoxical and
   transgressive act of talking back to discourses of compulsory
   normativity, the guest editors hope this special issue encourages
   readers to continue the critical work of crippin' educational studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Loutzenheiser, LW (Reprint Author), Univ British Columbia, Dept Curriculum \& Pedag, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
   Loutzenheiser, Lisa W., Univ British Columbia, Vancouver, BC, Canada.
   Erevelles, Nirmala, Univ Alabama, Tuscaloosa, AL 35487 USA.}},
DOI = {{10.1080/00131946.2019.1630131}},
Early Access Date = {{JUN 2019}},
ISSN = {{0013-1946}},
EISSN = {{1532-6993}},
Keywords-Plus = {{CRITIQUE; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{lisa.loutzenheiser@ubc.ca}},
Cited-References = {{Annamma S. A., 2018, PEDAGOGY PATHOLOGIZA.
   Annamma SA, 2013, RACE ETHNIC EDUC-UK, V16, P1, DOI 10.1080/13613324.2012.730511.
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Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Educ. Stud.-AESA}},
Doc-Delivery-Number = {{IM4KT}},
Unique-ID = {{ISI:000473844800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000473844300001,
Author = {Steinborn, Maya L. and Nusbaum, Emily A.},
Title = {{Cripping Human Rights Education with Disability Studies: An
   Undergraduate Reading List}},
Journal = {{EDUCATIONAL STUDIES-AESA}},
Year = {{2019}},
Volume = {{55}},
Number = {{4, SI}},
Pages = {{489-504}},
Month = {{JUL 4}},
Abstract = {{Aiming to place disability studies in conversation with other
   antioppressive educational frameworks, this article ``crips{''} human
   rights education (HRE), a field that, by definition, teaches people
   about equality, dignity, and respect. A theoretical sampling of HRE
   journals and an online library database uncovers that human rights
   scholarship largely overlooks disability outside a medical or legal
   framework, though disability scholars consistently reference human
   rights in their work. We argue that these absences exemplify the active
   erasure of disability at the ontological level, and in response we urge
   scholars to reconceptualize where and how politics, activism, and social
   change take place. This ``visibilizing{''} project follows Baxi's dictum
   that HRE must constantly adapt to people's localized experiences and the
   needs of future generations. We offer a reading list to begin this
   ``visibilizing{''} project in undergraduate university settings,
   proposing that teachers use ``Disability and Human Rights Praxis:
   Intersectional, Interdisciplinary Readings for Educators{''} to
   conceptualize how they might pair disability studies in education and
   HRE texts to facilitate interdisciplinary class discussions and student
   projects.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Steinborn, ML (Reprint Author), Univ Nevada, Curriculum \& Instruct, 5870 W Harmon Ave,Apt 237, Las Vegas, NV 89103 USA.
   Steinborn, Maya L., Univ Nevada, Las Vegas, NV 89103 USA.
   Nusbaum, Emily A., Univ San Francisco, San Francisco, CA 94117 USA.}},
DOI = {{10.1080/00131946.2019.1630128}},
Early Access Date = {{JUN 2019}},
ISSN = {{0013-1946}},
EISSN = {{1532-6993}},
Keywords-Plus = {{CONVENTION; STORIES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mgsteinborn@gmail.com}},
Cited-References = {{Abramov E, 2017, THESIS, DOI {[}10.7916/D8PZ6GPX, DOI 10.7916/D8PZ6GPX].
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Number-of-Cited-References = {{71}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Educ. Stud.-AESA}},
Doc-Delivery-Number = {{IM4KT}},
Unique-ID = {{ISI:000473844300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000472281500001,
Author = {King-Sears, Margaret E. and Stefanidis, Abraham and Brawand, Anne},
Title = {{Barriers to the implementation of specialized reading instruction in
   secondary co-taught classrooms: an exploratory study}},
Journal = {{TEACHERS AND TEACHING}},
Year = {{2019}},
Volume = {{25}},
Number = {{4}},
Pages = {{434-452}},
Month = {{MAY 19}},
Abstract = {{This exploratory research underscores Bandura's social learning theory
   on collective agency to investigate co-teaching partners' collaboration
   regarding reading instruction for students with disabilities. Students
   whose Individualized Education Programs stipulate reading are dependent
   on special educators to deliver such instruction. In the current
   research, we investigate barriers to implementation of specialized
   reading instruction in co-taught classes. One hundred seven secondary
   special education co-teachers across the United States, who primarily
   teach students with learning disabilities, responded to a questionnaire
   about their co-teaching experiences and delivery of specialized reading
   instruction. Emphasizing the impact that co-planning has on barriers to
   the implementation of reading, our results indicate the moderating role
   of special educators' perceived co-teaching benefits. Empirical findings
   are discussed, and implications for research and practice are offered.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{King-Sears, ME (Reprint Author), George Mason Univ, Div Special Educ \& DisAbil Res, Fairfax, VA 22030 USA.
   King-Sears, Margaret E., George Mason Univ, Div Special Educ \& DisAbil Res, Fairfax, VA 22030 USA.
   Stefanidis, Abraham, St Johns Univ, Peter J Tobin Coll Business, Dept Management, New York, NY USA.
   Brawand, Anne, Kutztown Univ Penn, Dept Special Educ, Kutztown, PA USA.}},
DOI = {{10.1080/13540602.2019.1627311}},
Early Access Date = {{JUN 2019}},
ISSN = {{1354-0602}},
EISSN = {{1470-1278}},
Keywords = {{Co-teaching; specialized reading instruction; learning disabilities}},
Keywords-Plus = {{LEARNING-DISABILITIES; SPECIAL-EDUCATION; TEACHING PERSPECTIVES;
   STUDENTS; TEACHERS; INTERVENTION; EFFICACY; ADOLESCENTS; INCLUSION;
   OUTCOMES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mkingsea@gmu.edu}},
ORCID-Numbers = {{King-Sears, Margaret/0000-0003-1871-6659
   Stefanidis, Abraham/0000-0002-7677-1720}},
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Number-of-Cited-References = {{69}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Teach. Teach.}},
Doc-Delivery-Number = {{IN7HI}},
Unique-ID = {{ISI:000472281500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000473904200001,
Author = {Calder-Dawe, Octavia and Witten, Karen and Carroll, Penelope},
Title = {{Being the body in question: young people's accounts of everyday ableism,
   visibility and disability}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{The perception of impairments often relies on dominant, ableist
   presumptions about what disability `looks like'. This article builds
   from in-depth research with 35 young people who are Deaf or blind or
   have vision, hearing or mobility impairments and their parents, all of
   whom navigated ableist interactional dynamics in one form or another. In
   conversation with scholarship across disability studies, sociology and
   social psychology, this article explores how the perception of
   differences and disabilities influences everyday interactions. Our
   analysis teases out a series of relationships between the
   (non-)perception of participants' impairments and the form and frequency
   of ableist intrusions they experienced. We focus, in particular, on the
   medicalised, diagnostic tenor of everyday encounters, wherein
   participants are routinely stared at, questioned, assisted and
   challenged by strangers. Our analysis points to the medicalised,
   ocularcentric nature of everyday ableism, demonstrating how these
   encounters function to sustain the interactional and social privileges
   of able-bodied people.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Calder-Dawe, O (Reprint Author), Massey Univ, SHORE \& Whariki Res Ctr, Auckland, New Zealand.
   Calder-Dawe, Octavia; Witten, Karen; Carroll, Penelope, Massey Univ, SHORE \& Whariki Res Ctr, Auckland, New Zealand.}},
DOI = {{10.1080/09687599.2019.1621742}},
Early Access Date = {{JUN 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Visible; disability; youth; embodiment; ableism; privilege}},
Keywords-Plus = {{EMBODIMENT}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{o.calder-dawe@massey.ac.nz}},
ORCID-Numbers = {{Calder-Dawe, Octavia/0000-0003-2383-4529
   Witten, Karen/0000-0003-2637-8565}},
Funding-Acknowledgement = {{Health Research Council of New ZealandHealth Research Council of New
   Zealand {[}HRC15/260]}},
Funding-Text = {{This research was funded by the Health Research Council of New Zealand
   {[}HRC15/260].}},
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Number-of-Cited-References = {{51}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IG6IK}},
Unique-ID = {{ISI:000473904200001}},
DA = {{2020-03-18}},
}

@article{ ISI:000475261100001,
Author = {Xuan Thuy Nguyen and Stienstra, Deborah and Gonick, Marnina and Huyen Do
   and Nhung Huynh},
Title = {{Unsettling research versus activism: how might critical disability
   studies disrupt traditional research boundaries?}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{7-8, SI}},
Pages = {{1042-1061}},
Month = {{SEP 14}},
Abstract = {{This article responds to the call for producing activist-oriented
   scholarship by engaging with theoretical and methodological approaches
   that explore the inclusion of women and girls with disabilities in
   Vietnam. We consider possibilities for connecting different forms of
   knowledge and activism by reflecting on research practices designed to
   foster social change. Specifically, we ask: how can critical disability
   studies be more reflexive about knowledge which privileges particular
   ways of knowing from the Global North? What alternative possibilities
   can exist to foster more inclusive and transformative knowledge that
   tackles systemic forms of oppressions in colonial and postcolonial
   contexts? Reflecting on an ongoing collaborative project in Vietnam, we
   argue that critical disability studies which engages with different
   forms of activism through critical reflections on our privileges can
   tackle exclusion by opening a new platform for debating social justice
   transnationally.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Nguyen, XT (Reprint Author), Inst Interdisciplinary Studies, Ottawa, ON, Canada.
   Nguyen, XT (Reprint Author), Pauline Jewett Inst Womens \& Gender Studies, Ottawa, ON, Canada.
   Xuan Thuy Nguyen, Inst Interdisciplinary Studies, Ottawa, ON, Canada.
   Xuan Thuy Nguyen, Pauline Jewett Inst Womens \& Gender Studies, Ottawa, ON, Canada.
   Gonick, Marnina, Fac Educ, Halifax, NS, Canada.
   Huyen Do, Bac Tu Liem Assoc People Disabil, Hanoi, Vietnam.
   Nhung Huynh, Can Tho Assoc People Disabil, Hanoi, Vietnam.}},
DOI = {{10.1080/09687599.2019.1613961}},
Early Access Date = {{JUN 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{unsettling; research; activism; engagement; women and girls with
   disabilities; Vietnam}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{xuanthuy.nguyen@carleton.ca}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC)}},
Funding-Text = {{The authors would like to thank the Social Sciences and Humanities
   Research Council of Canada for its financial support for this project.
   They greatly appreciate the contribution of the women and girls with
   disabilities in Vietnam, including the research assistants, who
   participated in this project. The authors thank Tammy Bernasky for
   providing editing suggestions towards the completion of this article.}},
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Number-of-Cited-References = {{49}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{JK6QN}},
Unique-ID = {{ISI:000475261100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000502817900007,
Author = {Lucaci, Paul and Neculaes, Marius and Constantinescu, Aurora and Haba,
   Danisia},
Title = {{The Medical Education and Rehabilitation of Patients with Ischaemic
   Stroke}},
Journal = {{REVISTA DE CERCETARE SI INTERVENTIE SOCIALA}},
Year = {{2019}},
Volume = {{65}},
Pages = {{97-110}},
Month = {{JUN}},
Abstract = {{According to statistics, the incidence of ischaemic stroke is rising
   worldwide and it represents one of the main causes of infirmity and
   disability. Studies conducted in recent years argue that due to the
   evolution of the health system, the reorientation of medical education
   towards community health represents an alignment of the medical training
   centres with the needs of the general population. This type of education
   for health should be part of the cultural life in each country. Besides
   the functional deficit, patients with a stroke face depression and
   cognitive deficit, and this leads to the increase in the burden
   associated with this disorder. The questionnaire was applied on a sample
   of 153 subjects (73 female and 80 male) with ischaemic stroke, who were
   on their second admission at the Clinical Recovery Hospital I{*}. From
   among them, 73 had an urban background and 80 had a rural background,
   each of them in the first 6 months from the stroke and all of them
   patients also diagnosed with primary arterial hypertension. The study
   highlights the informational shortcomings of patients with ischaemic
   stroke regarding the rehabilitation possibilities, the specific
   symptomatology and need to conduct personalized physical therapy
   programs. Lifestyle change, regular medical check-ups and blood pressure
   monitoring represent other aspects of which patients with a stroke are
   not very aware.}},
Publisher = {{EXPERT PROJECTS PUBLISHING}},
Address = {{IASI, STR VOINESTI 63, IASI, 700615, ROMANIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Neculaes, M (Reprint Author), Alexandru Ioan Cuza Univ, Fac Phys Educ \& Sport, Iasi, Romania.
   Lucaci, Paul; Constantinescu, Aurora, Univ Med \& Pharm Grigore T Popa, Iasi, Romania.
   Neculaes, Marius, Alexandru Ioan Cuza Univ, Fac Phys Educ \& Sport, Iasi, Romania.
   Haba, Danisia, Univ Med \& Pharm Grigore T Popa, Dept Oral \& Maxillofacial Surg, Iasi, Romania.}},
DOI = {{10.33788/rcis.65.7}},
ISSN = {{1583-3410}},
EISSN = {{1584-5397}},
Keywords = {{medical rehabilitation; community health; medical culture; social
   factors; community-based education}},
Keywords-Plus = {{CONSEQUENCES; DEPRESSION; DEMENTIA; DISEASE; RISK}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{lucacipaul91@yahoo.com
   neculaes\_marius@yahoo.com
   constantinescu\_aurora@yahoo.com
   danihaba@yahoo.com}},
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   Xie QF, 2019, EXP NEUROL, V313, P60, DOI 10.1016/j.expneurol.2018.12.005.}},
Number-of-Cited-References = {{32}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Rev. Cercet. Interv. Soc.}},
Doc-Delivery-Number = {{JW1KN}},
Unique-ID = {{ISI:000502817900007}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000475463900005,
Author = {Richards, Cynthia},
Title = {{Reflections: The Body in the Body of My Work}},
Journal = {{EIGHTEENTH-CENTURY FICTION}},
Year = {{2019}},
Volume = {{31}},
Number = {{4}},
Pages = {{727-738}},
Month = {{JUN}},
Abstract = {{Reading literature has long been viewed as an escape from the body, an
   edifying removal from the immediacy of experience and a necessary check
   on essentialism. This essay reconsiders that truism by charting the
   relationship between the body of a scholar and the body of her work, a
   journey that begins with the advent of the Iraq War and the intention to
   make the war present to American students by teaching the representation
   of war in the literature of the eighteenth century, a period of nearly
   continuous military conflict. That focus leads to the reframing of the
   value of literature as connected to its refusal to ignore bodily
   vulnerabilities, insights informed by the recent growth in disability
   studies, body studies, and trauma theory as well as the writer's own
   awareness of her body's vulnerabilities. The essay concludes by arguing
   that scholars can engage the materiality of bodies without forfeiting
   historicity or the storied virtues of literary ``disinterestedness,{''}
   and that bodies matter when we read, particularly to the bodies that
   read in the here and now.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Richards, C (Reprint Author), Wittenberg Univ, English, Springfield, OH 45501 USA.
   Richards, Cynthia, Wittenberg Univ, English, Springfield, OH 45501 USA.}},
DOI = {{10.3138/ecf.31.4.727}},
ISSN = {{0840-6286}},
EISSN = {{1911-0243}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
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   Behn Aphra, 1997, OROONOKO, P64.
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   Todd Janet, 2000, M WOLLSTONECRAFT REV, P453.}},
Number-of-Cited-References = {{23}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Eighteenth-Century Fict.}},
Doc-Delivery-Number = {{II8TC}},
Unique-ID = {{ISI:000475463900005}},
DA = {{2020-03-18}},
}

@article{ ISI:000473501200005,
Author = {Underwood, Kathryn and Smith, Alison and Martin, Julia},
Title = {{Institutional mapping as a tool for resource consultation}},
Journal = {{JOURNAL OF EARLY CHILDHOOD RESEARCH}},
Year = {{2019}},
Volume = {{17}},
Number = {{2}},
Pages = {{129-139}},
Month = {{JUN}},
Abstract = {{This article explores how mapping is currently being used in social
   services research as well as practice, and discusses the potential for
   mapping to be a useful tool for resource consultants in the field. This
   article will review different mapping techniques, including community
   mapping, eco-mapping, journey mapping and institutional mapping, and
   discuss their purpose within research and professional practice. Using
   examples from the Inclusive Early Childhood Service System project, we
   describe the application of mapping in social service work, and how
   resource consultants can use these techniques in their own practice.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Underwood, K (Reprint Author), Ryerson Univ, Sch Early Childhood Studies, 350 Victoria St, Toronto, ON M4K 1V7, Canada.
   Underwood, Kathryn; Smith, Alison; Martin, Julia, Ryerson Univ, Toronto, ON, Canada.}},
DOI = {{10.1177/1476718X18818205}},
ISSN = {{1476-718X}},
EISSN = {{1741-2927}},
Keywords = {{inclusion; institutional ethnography; resource consultation; disability
   studies in education}},
Keywords-Plus = {{CHILDREN; SERVICES; ADVOCACY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{kunderwood@ryerson.ca}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council (SSHRC) Partnership
   Grant {[}895-2018-1022]; Corporation of the County of Wellington;
   District of Timiskaming Social Services Administration Board; City of
   Hamilton; City of Toronto; Ryerson University}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was funded by the Social Sciences and Humanities Research Council
   (SSHRC) Partnership Grant \#895-2018-1022 and the Corporation of the
   County of Wellington, District of Timiskaming Social Services
   Administration Board, City of Hamilton, City of Toronto and Ryerson
   University.}},
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Number-of-Cited-References = {{30}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Early Child. Res.}},
Doc-Delivery-Number = {{IG0ST}},
Unique-ID = {{ISI:000473501200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000473518200005,
Author = {Van Aswegen, Jennifer and Shevlin, Michael},
Title = {{Disabling discourses and ableist assumptions: Reimagining social justice
   through education for disabled people through a critical discourse
   analysis approach}},
Journal = {{POLICY FUTURES IN EDUCATION}},
Year = {{2019}},
Volume = {{17}},
Number = {{5}},
Pages = {{634-656}},
Month = {{JUN}},
Abstract = {{Responding to the special issue call Capital and Capability, this paper
   undertakes a critical policy analysis of a recently published Irish
   labour market activation strategy for people with disabilities through a
   discourse analytical framework. Drawing on a disability studies lens
   informed by Foucault's theory of discourse, the study reveals a
   hegemonic policy rhetoric within the pages of this policy document that
   is deeply embedded in neoliberal assumptions about the role and value of
   education. Through a critical disability studies lens, this study draws
   attention to the concepts of disablism and neoliberal ableism, whilst
   highlighting in particular how rhetoric is a means by which ableist
   culture perpetuates itself. In response to the disparities surrounding
   the employment of disabled people, the Comprehensive Employment Strategy
   for People with Disabilities 2015-2024was launched into policy in
   October 2015. This strategy represents a significant policy event in the
   Irish disability policy landscape, warranting further questioning,
   interrogation and analysis. This paper aims to reveal the framework of
   thinking that lies within the discursive contours of this strategy and
   to assess the implications therein for inclusive education policy and
   practice. In keeping with the aim of the special issue, the study
   explores the potential of a capabilities approach in creating a
   discursive policy space where social justice througheducation for
   disabled people can be imagined.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Van Aswegen, J (Reprint Author), Disabil Federat Ireland, Dublin D08 TXY8, Ireland.
   Van Aswegen, Jennifer, Disabil Federat Ireland, Dublin D08 TXY8, Ireland.
   Shevlin, Michael, Trinity Coll Dublin, Inclus Educ, Dublin, Ireland.}},
DOI = {{10.1177/1478210318817420}},
ISSN = {{1478-2103}},
Keywords = {{Capabilities approach; neoliberal-ableism; disability; social justice;
   education; neoliberalism}},
Keywords-Plus = {{CAPABILITY APPROACH; NEO-LIBERALISM; DISABILITY; POLICY; WORK;
   NEOLIBERALISM; FRAMEWORK; EMPLOYMENT; WELFARE; NEEDS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{jennifervanaswegen@disability-federation.ie}},
ORCID-Numbers = {{Van Aswegen, Jennifer/0000-0003-1309-4870}},
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Number-of-Cited-References = {{82}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Policy Futures Educ.}},
Doc-Delivery-Number = {{IG0YY}},
Unique-ID = {{ISI:000473518200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000473058200002,
Author = {Lee, Yejin and Hong, Ickpyo and Lee, Mi Jung and Park, Hae Yean},
Title = {{Identifying Risk of Depressive Symptoms in Adults With Physical
   Disabilities Receiving Rehabilitation Services: Propensity Score
   Approaches}},
Journal = {{ANNALS OF REHABILITATION MEDICINE-ARM}},
Year = {{2019}},
Volume = {{43}},
Number = {{3}},
Pages = {{250-261}},
Month = {{JUN}},
Abstract = {{Objective To compare the risk of depressive symptoms in adults with
   physical disabilities between rehabilitation-receivers and
   non-receivers.
   Methods A total of 3,568 adults with physical disabilities were
   retrieved from the 2014 Korean National Survey on People with
   Disabilities database. Four covariate adjustment methods (a
   multivariable regression model, inverse probability of treatment
   weighting {[}IPTW] adjusted for normalized weight, IPTW with stabilized
   weight, and greedy algorithm with 1: 1 propensity score matching) were
   used to estimate the odds of having depressive symptoms. The dependent
   variable was depressive symptoms and the independent variable was the
   use of rehabilitation services. Baseline covariates were 19 demographic
   variables and 10 chronic condition variables.
   Results The four covariate adjustment methods revealed that adults with
   physical disabilities receiving rehabilitation services had a higher
   risk of depressive symptoms than those who did not receive these
   services (adjusted odds ratio, 1.191-1.294).
   Conclusion Our findings suggest that adults with physical disabilities
   receiving rehabilitation services have higher risk of developing
   depressive symptoms. Therefore, rehabilitation professionals need to pay
   attention to depressive symptoms and establish therapeutic strategies
   that can reduce such risk in rehabilitation settings.}},
Publisher = {{KOREAN ACAD REHABILITATION MEDICINE}},
Address = {{5F, YOUNGHAN BLDG, 742-22 BANPO-DONG, SEOCHO-GU, SEOUL, 137-040, SOUTH
   KOREA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Park, HY (Reprint Author), Yonsei Univ, Coll Hlth Sci, Dept Occupat Therapy, 1 Yeonsedae Gil, Wonju 26493, South Korea.
   Lee, Yejin, Washington Univ, Sch Med, Program Occupat Therapy, St Louis, MO USA.
   Hong, Ickpyo, Univ Texas Med Branch, Dept Occupat Therapy, Galveston, TX 77555 USA.
   Lee, Mi Jung, Univ Florida, Dept Occupat Therapy, Gainesville, FL USA.
   Lee, Mi Jung, North Florida South Georgia Vet Hlth Syst, Ctr Innovat Disabil \& Rehabil Res CINDRR, Gainesville, FL USA.
   Park, Hae Yean, Yonsei Univ, Coll Hlth Sci, Dept Occupat Therapy, 1 Yeonsedae Gil, Wonju 26493, South Korea.}},
DOI = {{10.5535/arm.2019.43.3.250}},
ISSN = {{2234-0645}},
EISSN = {{2234-0653}},
Keywords = {{Rehabilitation; Depression; Disability study; Propensity score}},
Keywords-Plus = {{LATE-LIFE DEPRESSION; PREVALENCE; BIAS}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{haepark@yonsei.ac.kr}},
ResearcherID-Numbers = {{Hong, Ickpyo/K-1144-2019}},
ORCID-Numbers = {{Hong, Ickpyo/0000-0001-5404-7646}},
Funding-Acknowledgement = {{National Institutes of Health (NIH)United States Department of Health \&
   Human ServicesNational Institutes of Health (NIH) - USA {[}K12 HD055929]}},
Funding-Text = {{This research was supported in part by grant (No. K12 HD055929) from the
   National Institutes of Health (NIH). Its contents are solely the
   responsibility of the authors. They do not necessarily represent
   official views of the NIH.}},
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Number-of-Cited-References = {{30}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Ann. Rehabil. Med.-ARM}},
Doc-Delivery-Number = {{IF4NM}},
Unique-ID = {{ISI:000473058200002}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000473076100005,
Author = {Brown, Ivan and Brown, Roy I. and Schippers, Alice},
Title = {{A Quality of Life Perspective on the New Eugenics}},
Journal = {{JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES}},
Year = {{2019}},
Volume = {{16}},
Number = {{2}},
Pages = {{121-126}},
Month = {{JUN}},
Abstract = {{Quality of life is a concept that has had robust development and
   application in the field of intellectual disability in recent decades.
   It functions as an apt goal for individuals to enhance their lives, as
   well as for policy and disability support. Quality of life helps address
   ethical issues by acting as a key guidepost in ethical considerations.
   Current philosophical and human rights approaches to disability support
   the view that intellectual disability is no reason to assume poor
   quality of life. Moreover, individuals with intellectual disabilities
   themselves typically rate their own quality of life quite high.
   Similarly, families perceive disability as contributing to family
   quality of life in some ways, although this is tempered by social
   constructs, especially normalcy, that support marginalization and
   discrimination. Disability Studies, and critical disability theory that
   constitutes much of its foundation, offer an alternative perspective of
   intellectual disability that values its contribution to larger
   society-intellectual disability as a positive and necessary aspect of
   the diversity within the human mosaic. It is argued that this
   perspective of intellectual disability negates the necessity of new
   eugenics practices.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Brown, I (Reprint Author), Brock Univ, Dept Appl Disabil Studies, St Catharines, ON, Canada.
   Brown, Ivan, Brock Univ, Dept Appl Disabil Studies, St Catharines, ON, Canada.
   Brown, Roy I., Univ Calgary, Calgary, AB, Canada.
   Brown, Roy I., Flinders Univ S Australia, Adelaide, SA, Australia.
   Schippers, Alice, Vrije Univ Amsterdam, Disabil Studies, Med Humanities, Amsterdam, Netherlands.}},
DOI = {{10.1111/jppi.12299}},
ISSN = {{1741-1122}},
EISSN = {{1741-1130}},
Keywords = {{disability studies; eugenics; intellectual disability; quality of life}},
Keywords-Plus = {{INTELLECTUAL DISABILITIES; SPECIAL-ISSUE}},
Research-Areas = {{Health Care Sciences \& Services; Rehabilitation}},
Web-of-Science-Categories  = {{Health Policy \& Services; Rehabilitation}},
Author-Email = {{ivan.brown@utoronto.ca}},
ORCID-Numbers = {{Brown, Ivan/0000-0002-8147-9628}},
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Number-of-Cited-References = {{51}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Policy Pract. Intellect. Disabil.}},
Doc-Delivery-Number = {{IF4UD}},
Unique-ID = {{ISI:000473076100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000472201100003,
Author = {George, Samuel},
Title = {{Theological Education as Missional Formation Contributions of the World
   Council of Churches Ecumenical Disability Advocates Network}},
Journal = {{INTERNATIONAL REVIEW OF MISSION}},
Year = {{2019}},
Volume = {{108}},
Number = {{1}},
Pages = {{8-17}},
Month = {{JUN}},
Abstract = {{Theological education is missional in nature. The disability perspective
   within theological education provides this missional aspect, which is
   vital for the growth and sustenance of the church. Since its inception,
   the World Council of Churches Ecumenical Disability Advocates Network
   (WCC-EDAN) has contributed to this great mission. This paper is an
   attempt to understand theological education as missional formation from
   the perspective of disability studies, especially the contributions of
   WCC-EDAN.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{George, S (Reprint Author), Allahabad Bible Seminary Serampore Univ, Christian Theol, Allahabad, Uttar Pradesh, India.
   George, S (Reprint Author), World Council Churches Ecumen Disabil Advocates N, Geneva, Switzerland.
   George, Samuel, Allahabad Bible Seminary Serampore Univ, Christian Theol, Allahabad, Uttar Pradesh, India.
   George, Samuel, World Council Churches Ecumen Disabil Advocates N, Geneva, Switzerland.}},
DOI = {{10.1111/irom.12257}},
ISSN = {{0020-8582}},
EISSN = {{1758-6631}},
Keywords = {{Mission; missional formation; EDAN; disability; able-bodied; margins;
   theological education; Asia}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Cited-References = {{Bevans Stephen, 2015, REGNUM EDINBURGH CEN, V27, P93.
   Botha Nico, 1986, INT REV MISSION, V83, P21.
   Castro Emilio, 1985, FREEDOM MISSION PERS, P56.
   Ferdinando Keith, 2013, THEMELIOS, V38, P360.
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   Wati Longchar A., 2010, EMBRACING INCLUSIVE.
   Wilfred Felix, 2008, MARGINS SITE ASIAN T, pxi.}},
Number-of-Cited-References = {{14}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. Rev. Mission}},
Doc-Delivery-Number = {{IE2FY}},
Unique-ID = {{ISI:000472201100003}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000471788500005,
Author = {Kilbourn, Russell},
Title = {{The `primal scene': Memory, redemption and `woman' in the films of Paolo
   Sorrentino}},
Journal = {{JOURNAL OF ITALIAN CINEMA AND MEDIA STUDIES}},
Year = {{2019}},
Volume = {{7}},
Number = {{3}},
Pages = {{377-394}},
Month = {{JUN}},
Abstract = {{This article examines the representation of gender and the
   marginalization of the female subject in the films of Paolo Sorrentino -
   especially La grande bellezza (The Great Beauty) (2013) and Youth (2015)
   - and the TV series The Young Pope (2016), to better understand the
   significance of `woman' for the cinematic and mnemic constitution of the
   Sorrentinian subject. I situate Sorrentino's work in the context of the
   post-war Italian, European and now transnational art cinemas, and the
   new era of prestige television. Finally, in a shift from the desiring
   and objectifying intra-diegetic gaze to what Rosemarie Garland-Thomson
   in the context of disability studies calls `the stare, I briefly analyse
   Sorrentino's fascination with non-normative identities whose on-screen
   function as locus of a radical alterity serves in the end to throw an
   even sharper, more ironic light upon the masculine subject at the centre
   of each story. From film to film to TV series the treatment of gender
   grows increasingly complex, particularly with respect to the nexus of
   memory and whatever secular or post-secular redemption awaits the
   protagonist.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kilbourn, R (Reprint Author), Wilfrid Laurier Univ, 75 Univ Ave West, Waterloo, ON N2L 3C5, Canada.
   Kilbourn, Russell, Wilfrid Laurier Univ, English \& Film Studies, Waterloo, ON, Canada.
   Kilbourn, Russell, Wilfrid Laurier Univ, 75 Univ Ave West, Waterloo, ON N2L 3C5, Canada.}},
DOI = {{10.1386/jicms.7.3.377\_1}},
ISSN = {{2047-7368}},
EISSN = {{2047-7376}},
Keywords = {{Paolo Sorrentino; the cinematic representation of women; memory in film;
   masculinity; melodrama; redemption; `the stare'; subjectivity}},
Keywords-Plus = {{IRONY}},
Research-Areas = {{Film, Radio \& Television}},
Web-of-Science-Categories  = {{Film, Radio, Television}},
Author-Email = {{rkilbourn@wlu.ca}},
Cited-References = {{Anderson P. T., 1999, MAGNOLIA.
   {[}Anonymous], 1998, BIG LEBOWSKI.
   {[}Anonymous], 2017, GRANDE BELLEZZA.
   {[}Anonymous], 2016, YOUNG POPE.
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Number-of-Cited-References = {{67}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Ital. Cine. Media Stud.}},
Doc-Delivery-Number = {{ID6KY}},
Unique-ID = {{ISI:000471788500005}},
DA = {{2020-03-18}},
}

@article{ ISI:000472160900002,
Author = {Tan, Paulo and Lambert, Rachel and Padilla, Alexis and Wieman, Rob},
Title = {{A disability studies in mathematics education review of intellectual
   disabilities: Directions for future inquiry and practice}},
Journal = {{JOURNAL OF MATHEMATICAL BEHAVIOR}},
Year = {{2019}},
Volume = {{54}},
Month = {{JUN}},
Abstract = {{We employ a Disability Studies in Mathematics Education perspective to
   explore current research involving students with intellectual
   disabilities. Such perspective affords a critical and social-cultural
   angle into the construction of disability in mathematics education.
   Results of our exploration suggest that current research on students
   with intellectual disabilities largely focused on finding deficits and
   neglected students' capacity for abstract thought. Moreover, while
   socio-cultural or socio-political (e.g., equity-based) foci are
   prevalent in contemporary mathematics education, such foci were largely
   absent in research involving students with intellectual disabilities.
   Yet, we identify features of several articles that can inform future
   socio-political mathematics education research related to individuals
   with intellectual disabilities. These features are critical for the
   continual advancement of new knowledge, equitable practices, and global,
   inclusive education agenda.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Tan, P (Reprint Author), Univ Hawaii Manoa, Inst Teacher Educ, Everly Hall Room 222A,1776 Univ Ave, Honolulu, HI 96822 USA.
   Wieman, R (Reprint Author), Rowan Univ, Teacher Educ Dept, Herman D James Hall 2045, Glassboro, NJ 08028 USA.
   Tan, Paulo, Univ Hawaii Manoa, Inst Teacher Educ, Everly Hall Room 222A,1776 Univ Ave, Honolulu, HI 96822 USA.
   Padilla, Alexis, Univ New Mexico, Dept Language Literacy \& Sociocultural Studies, MSC05 3040, Albuquerque, NM 87131 USA.
   Lambert, Rachel, Univ Calif Santa Barbara, Dept Educ, Educ 3147, Santa Barbara, CA 93106 USA.
   Wieman, Rob, Rowan Univ, Teacher Educ Dept, Herman D James Hall 2045, Glassboro, NJ 08028 USA.}},
DOI = {{10.1016/j.jmathb.2018.09.001}},
Article-Number = {{UNSP 100672}},
ISSN = {{0732-3123}},
EISSN = {{1873-8028}},
Keywords = {{Disability studies; Mathematics education; Intellectual disability;
   Equity; Social justice}},
Keywords-Plus = {{SIMULTANEOUS PROMPTING PROCEDURE; MIDDLE SCHOOL STUDENTS; COMPUTER-BASED
   INSTRUCTION; TEACHING MATHEMATICS; MENTAL-RETARDATION; WORKING-MEMORY;
   DOWN-SYNDROME; NUMBER LINE; MATH SKILLS; CHILDREN}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{paulotan@hawaii.edu
   rlambert@education.ucsb.edu
   m3689@unm.edu
   wieman@rowan.edu}},
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Number-of-Cited-References = {{99}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Math. Behav.}},
Doc-Delivery-Number = {{IE1QP}},
Unique-ID = {{ISI:000472160900002}},
DA = {{2020-03-18}},
}

@article{ ISI:000471011900018,
Author = {Boda, Phillip A.},
Title = {{Conceptualizing the margins in science education: the limits of
   multicultural analyses}},
Journal = {{CULTURAL STUDIES OF SCIENCE EDUCATION}},
Year = {{2019}},
Volume = {{14}},
Number = {{2, SI}},
Pages = {{493-514}},
Month = {{JUN}},
Abstract = {{Using a phenomenographic design, this research reports on a study of a
   cohort (N=22) of graduate students' conceptualizations of difference as
   they progressed through the only required diversity course in a science
   education program at a large, urban university in the American
   northeast. Data collection included biweekly course reflections, a
   modified Pedagogy of Science Teaching Test designed with students
   labeled with disabilities within its contextual framing, and biweekly
   science for all' lessons created by the participants that were not
   explicitly framed to address disability. Mixed-methods data analyses
   addressed to what extent these graduate students developed a critical
   lens toward difference (i.e., expressed, imagined, and/or imposed
   variations in human behavior and potential) and explored to what extent
   these theoretical elements transferred into pragmatic applications by
   the participants, for example in their lesson planning, that addressed
   multiple interpretations of difference to provide evidence of their
   capabilities to bridge theory to practice. Additionally, the case of
   disability as a marker of difference was also paid special attention to
   in light of lacking analyses in multicultural science education around
   issues of disability exclusion and teacher biases toward this marker of
   difference. The data suggest that while students in this urban and
   multicultural science education' course appear to be able to theorize
   critically about multicultural issues in urban science education (as per
   the goal of the course), their capacities to reflect on their
   pedagogical decisions within contexts that contain students labeled with
   disabilities, and plan comprehensive science for all' classroom learning
   environments, remained disciplinary focused, no matter if the students
   labeled with disabilities were the focal marker of difference within
   these contexts' demographics or not. Emergent data analysis also
   suggests that disability was the least recognized and interpreted marker
   of difference, which led to limited ways that students took up this
   concept in comparison with other forms of difference such as race,
   class, and gender. Moreover, rather than emphasizing critical pedagogies
   that are pertinent for transformative change in science education for
   all diverse populations, the participants remained focused on narrowly
   defined, content-specific ways of teaching and learning science.
   Implications for this research include focusing on the goals of courses
   such as this one, attending to the unique case of disability as a
   liminal realm of conceptualizing difference, and supporting graduate
   students' needs to aid in bridging the divide between theory and
   practice for both more traditional markers of difference taken up by
   multicultural science education (e.g., race, class, and gender) as well
   as disability as a marker of difference that is under theorized and
   lacking pragmatic application within such diversity requirement courses.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Boda, PA (Reprint Author), Stanford Univ, Ctr Educ Res Stanford CERAS, 650 Glavez Mall, Stanford, CA 94305 USA.
   Boda, Phillip A., Stanford Univ, Ctr Educ Res Stanford CERAS, 650 Glavez Mall, Stanford, CA 94305 USA.}},
DOI = {{10.1007/s11422-019-09926-x}},
ISSN = {{1871-1502}},
EISSN = {{1871-1510}},
Keywords = {{Multicultural teacher education; Equity; Phenomenography; Theory to
   practice; Disability studies; Critical Theory}},
Keywords-Plus = {{STUDENTS}},
Research-Areas = {{Cultural Studies; Education \& Educational Research}},
Web-of-Science-Categories  = {{Cultural Studies; Education \& Educational Research}},
Author-Email = {{phillipboda@gmail.com}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Cult. Stud. Sci. Educ.}},
Doc-Delivery-Number = {{IC5MJ}},
Unique-ID = {{ISI:000471011900018}},
DA = {{2020-03-18}},
}

@article{ ISI:000470843200009,
Author = {Bogart, Kathleen R. and Rosa, Nicole M. and Slepian, Michael L.},
Title = {{Born that way or became that way: Stigma toward congenital versus
   acquired disability}},
Journal = {{GROUP PROCESSES \& INTERGROUP RELATIONS}},
Year = {{2019}},
Volume = {{22}},
Number = {{4}},
Pages = {{594-612}},
Month = {{JUN}},
Abstract = {{Stigma may differ depending on the timing of group-membership entry,
   whether a person was ``born that way{''} or ``became that way.{''}
   Disability, a highly understudied minority group, varies on this domain.
   Three studies demonstrated that congenital disability is more
   stigmatized than acquired disability and essentialism and blame moderate
   and mediate this effect. Congenital disability was more stigmatized than
   the acquired version of the same disability (Studies 1-2). People with
   congenital disability were more essentialized, but less blamed than
   people with acquired disability (Study 2). Manipulating onset and
   essentialism revealed that when disability was acquired, low
   essentialism predicted greater stigma through blame (Study 3). However,
   when disability was congenital, essentialism did not affect stigma
   through blame. For stigmatized groups unlikely to be blamed for their
   group membership, reducing essentialism could ameliorate stigma, but for
   groups that might be blamed for their group membership, increasing
   essentialism may be a tool to reduce stigma by reducing blame.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bogart, KR (Reprint Author), Oregon State Univ, Sch Psychol Sci, 2950 SW Jefferson Way, Corvallis, OR 97331 USA.
   Bogart, Kathleen R., Oregon State Univ, Corvallis, OR 97331 USA.
   Rosa, Nicole M., Worcester State Univ, Worcester, MA USA.
   Slepian, Michael L., Columbia Univ, New York, NY 10027 USA.}},
DOI = {{10.1177/1368430218757897}},
ISSN = {{1368-4302}},
EISSN = {{1461-7188}},
Keywords = {{acquired disability; attribution theory; congenital disability;
   essentialism; stigma}},
Keywords-Plus = {{ESSENTIALIST BELIEFS; PERCEIVED RESPONSIBILITY; ATTITUDES; CHILDREN;
   BEHAVIOR; SCHIZOPHRENIA; EXPLANATIONS; ATTRIBUTION; ADAPTATION;
   PREFERENCE}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Social}},
Author-Email = {{Kathleen.bogart@oregonstate.edu}},
ORCID-Numbers = {{Bogart, Kathleen/0000-0002-6923-5700}},
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Number-of-Cited-References = {{60}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Group Process Intergroup Relat.}},
Doc-Delivery-Number = {{IC3EZ}},
Unique-ID = {{ISI:000470843200009}},
DA = {{2020-03-18}},
}

@article{ ISI:000469385900013,
Author = {Tan, Paulo and Thorius, Kathleen King},
Title = {{Toward Equity in Mathematics Education for Students With Dis/abilities:
   A Case Study of Professional Learning}},
Journal = {{AMERICAN EDUCATIONAL RESEARCH JOURNAL}},
Year = {{2019}},
Volume = {{56}},
Number = {{3}},
Pages = {{995-1032}},
Month = {{JUN}},
Abstract = {{This case study documents a professional learning community (PLC)
   comprised of urban elementary educators working toward equitable
   education for students with dis/abilities. We employ an equity-expansive
   learning frame to evoke and then examine tensions and contradictions
   that emerged during the PLC and mediated learning as evidenced by
   participants' expanded notions of equity. We introduced equity-oriented
   mathematics education content and tools based on what emerged from the
   PLC, then utilized an interpretive approach to analyzing data through a
   multistage process. Results indicate identity and power tensions that
   worked against equitable practices. However, participants recognized
   several tensions and proposed to address them as contradictions that
   mediated learning, thereby expanding notions of equitable education.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Tan, P (Reprint Author), Univ Hawaii Manoa, 1776 Univ Ave,Everly Hall Room 222A, Honolulu, HI 96822 USA.
   Tan, Paulo, Univ Hawaii Manoa, 1776 Univ Ave,Everly Hall Room 222A, Honolulu, HI 96822 USA.
   Thorius, Kathleen King, Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.}},
DOI = {{10.3102/0002831218811906}},
ISSN = {{0002-8312}},
EISSN = {{1935-1011}},
Keywords = {{cultural-historical activity theory; disability studies; equity in
   education; mathematics education; teacher learning}},
Keywords-Plus = {{GENERAL-EDUCATION; DISABILITY; COMMUNITIES; CURRICULUM; EXCLUSION;
   IDENTITY; DESIGN; ISSUES; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{paulotan@hawaii.edu}},
Funding-Acknowledgement = {{Great Lakes Equity Center under the Office of Elementary and Secondary
   Education's Grant {[}S004D110021]}},
Funding-Text = {{We thank the participants for their ongoing work in advancing equity in
   their schools. This manuscript is based on the first author's
   dissertation research conducted at Indiana University under the guidance
   of the dissertation chair Dr. Erna Alant and situated within a larger
   study led by Dr. Thorius. We also thank Brendan Maxcy, Avi Mintz, James
   Scheurich, AERJ's associate editor, and anonymous reviewers for their
   valuable feedback on earlier drafts. Last, we are grateful for the
   support of the Great Lakes Equity Center under the Office of Elementary
   and Secondary Education's Grant S004D110021. The funding agency's
   endorsement of the ideas expressed in this article should not be
   inferred.}},
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Number-of-Cited-References = {{70}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Am. Educ. Res. J.}},
Doc-Delivery-Number = {{IA2IX}},
Unique-ID = {{ISI:000469385900013}},
DA = {{2020-03-18}},
}

@article{ ISI:000468929900003,
Author = {Maria Vazquez, Luz and Khanlou, Nazilla and Davidson, Deborah and
   Aidarus, Fatma},
Title = {{Strategies to Promote the Inclusion of Young Adults With Developmental
   Disabilities in Community-Based Health Studies}},
Journal = {{QUALITATIVE HEALTH RESEARCH}},
Year = {{2019}},
Volume = {{29}},
Number = {{7}},
Pages = {{958-971}},
Month = {{JUN}},
Abstract = {{We discuss strategies to promote the inclusion of people with
   developmental disabilities (DDs) in qualitative community-based research
   studies. Strategies were applied in three projects conducted between
   2012 and 2017 that addressed issues of socioeconomic challenges,
   discrimination, and exclusion of children and young adults with
   developmental disabilities (YADD). Strategies included partnership with
   community organizations; inclusion of YADD, family caregivers (FCs), and
   service providers in advisory committees (ACs); and strategies to
   accommodate YADD. As part of our contribution, we discuss issues of
   invisibility and exclusion of individuals with DDs who have ``low{''}
   functioning capacities. There is a need to review studies sampling
   inclusion criteria as they may constitute a barrier for participation.
   Preference for sampling ``high{''} functioning individuals may reinforce
   exclusion in research, and replicate broader patterns of socioeconomic
   exclusion of individuals with disabilities. Our discussion of inclusive
   research is informed by critical disability studies and the underlying
   principle ``nothing about us without us.{''}}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vazquez, LM (Reprint Author), York Univ, Fac Hlth, 270 York Lanes,4700 Keele St, Toronto, ON M3J 1P3, Canada.
   Maria Vazquez, Luz; Aidarus, Fatma, York Univ, Off Womens Hlth Res Mental Hlth, Fac Hlth, Toronto, ON, Canada.
   Khanlou, Nazilla, York Univ, Sch Nursing, Toronto, ON, Canada.
   Khanlou, Nazilla, York Univ, Womens Hlth Res Chair Mental Hlth, Fac Hlth, Toronto, ON, Canada.
   Davidson, Deborah, York Univ, Dept Sociol, Toronto, ON, Canada.}},
DOI = {{10.1177/1049732318808249}},
ISSN = {{1049-7323}},
EISSN = {{1552-7557}},
Keywords = {{research inclusion; youth; developmental disabilities; qualitative;
   Canada; North America; North Americans; emancipatory; research;
   collaborative; research design; instrument development; research design}},
Keywords-Plus = {{PARTICIPATORY ACTION RESEARCH; IMMIGRANT MOTHERS; DISABLED PEOPLE;
   SOCIAL SUPPORT; PUBLIC-HEALTH; CHILDREN; YOUTH; CHALLENGES; OPINIONS;
   SERVICES}},
Research-Areas = {{Information Science \& Library Science; Social Sciences - Other Topics;
   Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Information Science \& Library Science; Social Sciences,
   Interdisciplinary; Social Sciences, Biomedical}},
Author-Email = {{lvazquez@yorku.ca}},
Funding-Acknowledgement = {{Ministry of Community and Social Services (Ontario, Canada); Office of
   the Women's Health Research in Mental Health, Faculty of Health, York
   University}},
Funding-Text = {{The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: Ministry of
   Community and Social Services (Ontario, Canada) and the Office of the
   Women's Health Research in Mental Health, Faculty of Health, York
   University.}},
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   Teachman G, 2018, QUAL INQ, V24, P35, DOI 10.1177/1077800417727763.
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   Wehman P., 2007, REAL WORK REAL PAY I.
   2013, INT SOC STUD FORUM S, P1.}},
Number-of-Cited-References = {{65}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Qual. Health Res.}},
Doc-Delivery-Number = {{HZ5YX}},
Unique-ID = {{ISI:000468929900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000467654200007,
Author = {Brown, Megan R.},
Title = {{``Swimming Against the Tide'': Disability Represented Through Fish
   Symbolism in (and on) Middle Grade and Young Adult Novels}},
Journal = {{CHILDRENS LITERATURE IN EDUCATION}},
Year = {{2019}},
Volume = {{50}},
Number = {{2}},
Pages = {{193-209}},
Month = {{JUN}},
Abstract = {{Mainstream American culture still commonly considers disabilities as
   defects. Whether physical, emotional, or mental in nature, these
   features are hindering an individual, separating them from the perceived
   norm, and having a negative impact on their acceptance. Films and
   literature targeting children and young adults currently are seeking to
   change this impression. One example of this phenomenon is the disabled
   characters in Pixar's animated movie Finding Nemo. In the wake of the
   film's popularity, a plethora of middle-grade and young adult novels
   also began using piscine symbols, imagery, and idioms to frame, present,
   and discuss disability. Symbolic devices found in cover art and within
   these texts, such as ``fish out of water'' and ``swim against the
   tide,'' demonstrate the condition of the disabled characters in
   children's literature, providing non-human representations to bridge the
   theoretical gap between the medically diagnosed disabilities and the
   reality of the social identity of the lives of those who have a
   disability. This study examines texts, published from 2006 to 2015 that
   all use fish as symbols to examine issues of identity, especially in
   relation to disability. Reading the novels through the lens of
   disability studies highlights the ways in which these fish symbols and
   fish-related idioms sometimes portray disabled characters in reductive,
   simplistic ways, but also often work to portray disabled characters
   holistically and as possessing agency against the expectations of the
   norm.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Brown, MR (Reprint Author), Ohio State Univ, 29 W Woodruff Ave, Columbus, OH 43210 USA.
   Brown, Megan R., Ohio State Univ, 29 W Woodruff Ave, Columbus, OH 43210 USA.}},
DOI = {{10.1007/s10583-017-9335-5}},
ISSN = {{0045-6713}},
EISSN = {{1573-1693}},
Keywords = {{Disability studies; Fish; Identity; Norm}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{brown.6251@osu.edu}},
Cited-References = {{Adams Rachel, 2015, KEYWORDS DISABILITY, P5.
   Aesop Jr, 1899, J EDUC, V50, P235.
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   Barnes C., 2001, HDB DISABILITY STUDI, P515, DOI DOI 10.4135/9781412976251.
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   Dolmage Jay Timothy, 2014, DISABILITY RHETORIC.
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   Wheeler E. A., 2013, CHILDRENS LIT ASS Q, V38, P335, DOI DOI 10.1353/CHQ.2013.0044.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Child. Lit. Educ.}},
Doc-Delivery-Number = {{HX8KG}},
Unique-ID = {{ISI:000467654200007}},
DA = {{2020-03-18}},
}

@article{ ISI:000467658700008,
Author = {Couser, G. Thomas},
Title = {{Disability, Depression, Diagnosis, and Harm: Reflections on Two Personal
   Scenarios}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Year = {{2019}},
Volume = {{40}},
Number = {{2}},
Pages = {{239-251}},
Month = {{JUN}},
Abstract = {{In this article I draw on two scenarios from my personal life-the
   diagnosis of my newborn grandnephew with CHARGE syndrome and the
   diagnosis of my father with depression-to reflect on whether and when
   diagnosis may be harmful to patients (and their families). Despite the
   great differences between the two scenarios, I argue that in both cases
   the tendency of diagnosis to generalize, categorize, and stigmatize can
   lead to insidious and counterproductive effects. The perspective of
   disability studies can help physicians to anticipate, minimize or avoid
   these negative ramifications. I also reflect on the matter of who
   ``owns{''} a particular diagnosis, whose purposes it serves, and how.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Couser, GT (Reprint Author), Hofstra Univ, POB 227, Quaker Hill, CT 06375 USA.
   Couser, G. Thomas, Hofstra Univ, POB 227, Quaker Hill, CT 06375 USA.}},
DOI = {{10.1007/s10912-016-9420-6}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{Diagnosis; Iatrogenic harm; Disability; DSM; Mental illness; Disability
   studies}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{g.t.couser@hofstra.edu}},
Cited-References = {{Amundson R, 2010, J THEOR SOC BEHAV, V40, P374, DOI 10.1111/j.1468-5914.2010.00437.x.
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   Mairs Nancy, 1997, RECOVERING BODIES, pix.
   2007, BIOGRAPHY, V30, P465.}},
Number-of-Cited-References = {{17}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{HX8LZ}},
Unique-ID = {{ISI:000467658700008}},
DA = {{2020-03-18}},
}

@article{ ISI:000471500100001,
Author = {Nteropoulou-Nterou, Evdoxia and Slee, Roger},
Title = {{A critical consideration of the changing conditions of schooling for
   students with disabilities in Greece and the fragility of international
   in local contexts}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2019}},
Volume = {{23}},
Number = {{7-8, SI}},
Pages = {{891-907}},
Month = {{AUG 3}},
Abstract = {{The Salamanca Statement is held as a high-water mark in the history of
   the global development of inclusive education. It represented agreements
   bringing together representatives from 92 governments and 25
   international organisations to advocate for a more inclusive education
   for students with disabilities. Since 1994 the Salamanca Statement has
   been referred to by international education organisations, national
   education jurisdictions, and disability advocacy organisations as a
   foundation for progressing inclusive education. In this respect the
   Salamanca Statement has been important for the inclusive education and
   Education for All {[}UNESCO 1998. From Special Needs Education to
   Education for All: Discussion Paper for the International Consultative
   Forum on Education for All. Paris: UNESCO] movements. However,
   international agreements and conventions are fragile in the face of
   local contingencies and become difficult to apply. We examine the case
   of inclusive education in Greece to reflect on this complex relationship
   between international aspirations and the real politic of individual
   nation states. Greece, like other nations, has embraced the discourse of
   inclusive education and its successive governments can demonstrate
   policy activity and public expenditure on the education of disabled
   students. This is remarkable in a climate of `crisis' and `austerity'
   where the only investment in the teaching workforce is in the area of
   inclusive education. However, is Greek education more inclusive in
   practice as well as rhetoric?}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Nteropoulou-Nterou, E (Reprint Author), Univ Athens, Dept Early Childhood Educ, Sch Educ, 13A Navarinou Str, Athens 10680, Greece.
   Nteropoulou-Nterou, Evdoxia, Univ Athens, Dept Early Childhood Educ, Sch Educ, 13A Navarinou Str, Athens 10680, Greece.
   Slee, Roger, Univ South Australia, Sch Educ, Adelaide, SA, Australia.}},
DOI = {{10.1080/13603116.2019.1623331}},
Early Access Date = {{MAY 2019}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Inclusive education; Salamanca Statement; Greek education policy;
   austerity; disability studies}},
Keywords-Plus = {{EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{ederou@ecd.uoa.gr}},
ResearcherID-Numbers = {{Nteropoulou-Nterou, Evdoxia/AAD-7044-2019}},
ORCID-Numbers = {{Nteropoulou-Nterou, Evdoxia/0000-0002-6908-5976}},
Cited-References = {{ALCOCK P, 1993, UNDERSTANDING POVERT.
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   2011, WORLD REP DIS, P1.}},
Number-of-Cited-References = {{49}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{IH8CU}},
Unique-ID = {{ISI:000471500100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000469472000002,
Author = {Houston, Ella},
Title = {{``Risky' representation: the portrayal of women with mobility impairment
   in twenty-first-century advertising}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{5}},
Pages = {{704-725}},
Month = {{MAY 28}},
Abstract = {{Representations of disability and gender in advertising have been
   traditionally confined by narrow ideals surrounding body image.
   Recently, portrayals of disabled women in advertising have substantially
   grown in volume and variety. This research applies a feminist disability
   studies critique to the exploration of women with mobility impairments
   as risky' in twenty-first-century advertising. Feminist disability
   studies recognises culture as a key site in which disabled women have
   been historically misrepresented. While existing research dominantly
   focuses on textual analyses of advertisements, this study presents
   empirical data collected via semi-structured interviews with disabled
   women. Some women believe that the link between disabled women and
   riskiness sustains stereotypical attitudes and suggest that women with
   mobility impairments are included in advertisements as a form of safe
   quirkiness'. However, others welcome provocative portrayals of women
   with mobility impairment and suggest that such representations challenge
   presumptions of disabled women as passive. The results of this research
   show how disabled women use their life experiences and personal beliefs
   to explore advertisements that supposedly represent them.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Houston, E (Reprint Author), Liverpool Hope Univ, Disabil \& Educ, Liverpool, Merseyside, England.
   Houston, Ella, Liverpool Hope Univ, Disabil \& Educ, Liverpool, Merseyside, England.}},
DOI = {{10.1080/09687599.2019.1576505}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{advertising; feminist disability studies; disabled women; mobility
   impairment; risk; cultural stereotypes}},
Keywords-Plus = {{DISCOURSE-ANALYSIS; DISABILITY; IDENTITY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{houstoe@hope.ac.uk}},
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Number-of-Cited-References = {{63}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IA3OG}},
Unique-ID = {{ISI:000469472000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000471408000001,
Author = {Pullen, Emma and Silk, Michael},
Title = {{Gender, technology and the ablenational Paralympic body politic}},
Journal = {{CULTURAL STUDIES}},
Abstract = {{The Paralympic games is a pedagogic, pervasive, political, powerful, and
   `popular' cultural site where the heightened visibility of disability
   bring into being specific forms of disability as they articulate within
   cultures, institutions and practices. Regarded as a `positive charge' by
   Stuart Hall, the Paralympics intends to challenge the devalued disabled
   body politic of typical disability representation. This has been
   stimulated by the entry of Channel 4 as the UK Paralympic rights holders
   in 2012 which has seen greater media coverage of certain technologically
   enhanced cyborgian parasport bodies and an emerging celebrity /
   sexualized disability culture. This contemporary moment in disability
   representation provides a compelling space in which to (re-)address the
   gendered nature of hyper-visible Parasport hybrids, their potential to
   disrupt `normative' relations of power, and, the wider impact on
   disability politics in a neoliberalised culture of widening and
   affective circuits of bodily inclusion and control. Drawing on an
   integrated content and textual analysis of 90 h of Paralympic
   programming from the Rio 2016 Games we highlight two emblematic segments
   so as to enhance our appreciation of contemporary disabled politics as
   it intersects with gender, technology and nation. We analyse these
   emblematic segments at the intersection of critical disability studies,
   cultural studies and sport, using concept of ablenationalism to
   highlight the extent certain technological capacitated parasport bodies
   perform gendered representational work as part of the seductive
   apparatus of neoliberal micro-governance suggestive of an emerging
   ecology of disability-gender relations. In doing so, we highlight the
   Paralympic contradictions and interrogate the assumed `positive charge'
   of the contemporary (re-)presentation of disability.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Pullen, E (Reprint Author), Loughborough Univ, Sch Sport Exercise \& Hlth Sci, Loughborough, Leics, England.
   Pullen, Emma, Loughborough Univ, Sch Sport Exercise \& Hlth Sci, Loughborough, Leics, England.
   Silk, Michael, Bournemouth Univ, Fac Management, Sport \& Social Sci, Bournemouth, Dorset, England.
   Silk, Michael, Bournemouth Univ, Fac Management, Res \& Profess Practice, Bournemouth, Dorset, England.}},
DOI = {{10.1080/09502386.2019.1621917}},
Early Access Date = {{MAY 2019}},
ISSN = {{0950-2386}},
EISSN = {{1466-4348}},
Keywords = {{Paralympics; disability; sport; gender; technology}},
Keywords-Plus = {{DISABLED BODY; NASCAR NATION; DISABILITY; SPORT; REPRESENTATION;
   SEXUALITY; SUPERCRIP; COVERAGE; CYBORG; WOMEN}},
Research-Areas = {{Anthropology; Cultural Studies}},
Web-of-Science-Categories  = {{Anthropology; Cultural Studies}},
Author-Email = {{E.L.Pullen@lboro.ac.uk}},
ORCID-Numbers = {{Pullen, Emma/0000-0001-8862-6275}},
Funding-Acknowledgement = {{Arts and Humanities Research Council {[}AH/P003842/1]}},
Funding-Text = {{This work was supported by Arts and Humanities Research Council:
   {[}Grant Number AH/P003842/1].}},
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Number-of-Cited-References = {{71}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Cult. Stud.}},
Doc-Delivery-Number = {{ID0YE}},
Unique-ID = {{ISI:000471408000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000471423000001,
Author = {Callus, Anne-Marie},
Title = {{Being an inclusive researcher: seeking questions, raising answers}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{7-8, SI}},
Pages = {{1241-1263}},
Month = {{SEP 14}},
Abstract = {{In this article, I reflect on three incidents that occurred in my
   inclusive research work. As a conceptual framework, I use Bourdieu's
   call for a reflexive sociology. My reflection is informed by the
   principles of the disabled people's movement, especially giving primacy
   to the experiences and voice of disabled people. It is also informed by
   the strong link between the disabled people's movement and disability
   studies, which requires academics (including non-disabled ones like
   myself) to be attentive to their activist role. Making sure that this
   role is carried out effectively, I argue, entails considering the
   various factors that make our work possible, and being attentive to the
   impact of our work. It also entails asking questions, of ourselves and
   others, and being especially attentive to questions that would go
   unasked unless we stop to reflect about our work, and the possible
   answers that these reflections can lead to.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Callus, AM (Reprint Author), Univ Malta, Fac Social Wellbeing, Dept Disabil Studies, Msida, Malta.
   Callus, Anne-Marie, Univ Malta, Fac Social Wellbeing, Dept Disabil Studies, Msida, Malta.}},
DOI = {{10.1080/09687599.2019.1602511}},
Early Access Date = {{MAY 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Inclusive research; self-advocacy; intellectual disability; reflexivity;
   Bourdieu}},
Keywords-Plus = {{INTELLECTUAL DISABILITY; SOCIAL MODEL; PEOPLE; REFLECTIONS; LIVES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{anne-marie.callus@um.edu.mt}},
ORCID-Numbers = {{Callus, Anne-Marie/0000-0002-3505-3116}},
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Number-of-Cited-References = {{62}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{JK6QN}},
Unique-ID = {{ISI:000471423000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000469722200001,
Author = {Katz, Jennifer and Sokal, Laura and Wu, Amery},
Title = {{Academic achievement of diverse K-12 students in inclusive three-block
   model classrooms}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Abstract = {{The academic achievement of diverse kindergarten to grade 12 students in
   inclusive classrooms implementing the Three-Block Model (TBM) of
   universal design for learning was investigated. Fifty-one teachers and
   684 of their students, including students with disabilities, students
   who were English language learners (ELL), and Indigenous students,
   participated in treatment and control groups. Results indicated
   significant differences between the two groups on measures of academic
   achievement, as reflected in a rubric that assessed levels of critical
   thinking. This was the case for typically developing students as well as
   those in the three subgroups, with large effect sizes in all cases.
   These findings suggest that the combination of social and emotional
   programming with universally designed instruction holds promise for
   improving the academic achievement of a broad spectrum of learners.
   Results are discussed in regards to implementation and training needs,
   and recommendations are made for future research.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Katz, J (Reprint Author), Univ British Columbia, Dept Educ \& Counselling Psychol \& Special Educ, 2420-2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
   Katz, Jennifer, Univ British Columbia, Dept Educ \& Counselling Psychol \& Special Educ, 2420-2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
   Sokal, Laura, Univ Winnipeg, Fac Educ, Winnipeg, MB, Canada.
   Wu, Amery, Univ British Columbia, Dept Measurement Evaluat \& Res Methodol, Vancouver, BC, Canada.}},
DOI = {{10.1080/13603116.2019.1613450}},
Early Access Date = {{MAY 2019}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Inclusive education; three block model; critical thinking; academic
   achievement}},
Keywords-Plus = {{SPECIAL EDUCATIONAL-NEEDS; PERCEPTIONS; CURRICULUM; PLACEMENT;
   JUDGMENTS; ACCURACY; EFFICACY; SCHOOLS; IMPACT}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{Jennifer.Katz@ubc.ca}},
ResearcherID-Numbers = {{Katz, Jennifer/AAH-5948-2020}},
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   Wotherspoon T., 2002, DYNAMICS SOCIAL INCL.}},
Number-of-Cited-References = {{47}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{6}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{IA7FM}},
Unique-ID = {{ISI:000469722200001}},
DA = {{2020-03-18}},
}

@article{ ISI:000470607100001,
Author = {Mac Carthaigh, Saoirse},
Title = {{Beyond biomedicine: challenging conventional conceptualisations of
   autism spectrum conditions}},
Journal = {{DISABILITY \& SOCIETY}},
Abstract = {{The dominant biomedical model of autism spectrum conditions (ASCs) has
   yielded genetic and cognitive theories which have enhanced the
   understanding of the phenomenon. However, despite this valuable
   contribution, the methodologies of biomedicine have significant
   limitations including the preclusion of alternative lenses through which
   to view ASCs. This article considers evidence from a number of fields,
   including psychological anthropology, social constructionism and
   critical disability studies, which augment the conventional framing of
   ASCs by avoiding projecting deficiency where there is difference.
   Furthermore, the narratives promulgated about ASCs through pathologising
   diagnostic labels and stereotypical media depictions are explored.
   Equitable outcomes for autistic people necessitate increased academic
   and professional awareness of alternative paradigms of ASCs.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Mac Carthaigh, S (Reprint Author), Univ Portsmouth, Dept Psychol, Portsmouth, Hants, England.
   Mac Carthaigh, Saoirse, Univ Portsmouth, Dept Psychol, Portsmouth, Hants, England.}},
DOI = {{10.1080/09687599.2019.1605884}},
Early Access Date = {{MAY 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Autism; biomedicine; cognitive theories; autistic communities;
   pathologising labels; autism commodification}},
Keywords-Plus = {{ASPERGER-SYNDROME; CHILDREN; DISORDERS; REPRESENTATIONS; HERITABILITY;
   RETHINKING; STABILITY; COHERENCE; COMMUNITY; VOICES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{saoirse.i.maccarthaigh@gmail.com}},
ORCID-Numbers = {{Mac Carthaigh, Saoirse/0000-0002-5875-5436}},
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Number-of-Cited-References = {{83}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{IB9UJ}},
Unique-ID = {{ISI:000470607100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000466042000011,
Author = {Slater, Jen and Jones, Charlotte and Procter, Lisa},
Title = {{Troubling school toilets: resisting discourses of `development' through
   a critical disability studies and critical psychology lens}},
Journal = {{DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION}},
Year = {{2019}},
Volume = {{40}},
Number = {{3}},
Pages = {{412-423}},
Month = {{MAY 4}},
Abstract = {{This paper interrogates how school toilets and `school readiness' are
   used to assess children against developmental milestones. Such
   developmental norms both inform school toilet design and practice, and
   perpetuate normative discourses of childhood as middle-class, white,
   `able', heteronormative, cissexist and inferior to adulthood. Critical
   psychology and critical disability studies frame our analysis of
   conversations from online practitioner forums. We show that school
   toilets and the norms and ideals of `toilet training' act as one device
   for Othering those who do not fit into normative Western discourses of
   `childhood'. Furthermore, these idealised discourses of `childhood'
   reify classed, racialised, gendered and dis/ablist binaries of good/bad
   parenting. We conclude by suggesting new methodological approaches to
   school toilet research which resist perpetuating developmental
   assumptions and prescriptions. In doing this, the paper is the first to
   explicitly bring school toilet research into the realms of critical
   psychology and critical disability studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Slater, J (Reprint Author), Sheffield Hallam Univ, Sheffield Inst Educ, Sheffield, S Yorkshire, England.
   Slater, Jen, Sheffield Hallam Univ, Sheffield Inst Educ, Sheffield, S Yorkshire, England.
   Jones, Charlotte, Univ Sheffield, Dept Sociol Studies, Sheffield, S Yorkshire, England.
   Procter, Lisa, Manchester Metropolitan Univ, Fac Educ, Manchester, Lancs, England.}},
DOI = {{10.1080/01596306.2017.1316237}},
ISSN = {{0159-6306}},
EISSN = {{1469-3739}},
Keywords = {{Childhood; critical psychology; development; disability studies; school
   readiness; school toilets; toilet training}},
Keywords-Plus = {{MOTHERHOOD; CHILDHOOD; YOUTH; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{j.slater@shu.ac.uk}},
ORCID-Numbers = {{Jones, Charlotte/0000-0002-7348-4662}},
Funding-Acknowledgement = {{Arts and Humanities Research Council (Connected Communities Strand)
   {[}AH/M00922X/1]}},
Funding-Text = {{This work was supported by the Arts and Humanities Research Council
   (Connected Communities Strand) under Grant AH/M00922X/1.}},
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Number-of-Cited-References = {{47}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Discourse}},
Doc-Delivery-Number = {{HV5RW}},
Unique-ID = {{ISI:000466042000011}},
OA = {{Green Accepted, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000468499000009,
Author = {Migliarini, Valentina},
Title = {{DisCrit: disability studies and critical race theory in education}},
Journal = {{EDUCATIONAL REVIEW}},
Year = {{2019}},
Volume = {{71}},
Number = {{3}},
Pages = {{397}},
Month = {{MAY 4}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Migliarini, V (Reprint Author), Univ Kansas, Dept Special Educ, Joseph R Pearson Hall,1122 West Campus Rd, Lawrence, KS 66045 USA.
   Migliarini, Valentina, Univ Kansas, Dept Special Educ, Joseph R Pearson Hall,1122 West Campus Rd, Lawrence, KS 66045 USA.}},
DOI = {{10.1080/00131911.2017.1396807}},
ISSN = {{0013-1911}},
EISSN = {{1465-3397}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{vmigliarini@ku.edu}},
Cited-References = {{Annamma S. A., 2016, DISCRIT DISABILITY S.
   Annamma SA, 2013, RACE ETHNIC EDUC-UK, V16, P1, DOI 10.1080/13613324.2012.730511.
   Connor David J, 2016, DISCRIT DISABILITY S.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Educ. Rev.}},
Doc-Delivery-Number = {{HY9ZC}},
Unique-ID = {{ISI:000468499000009}},
DA = {{2020-03-18}},
}

@article{ ISI:000466055100004,
Author = {Siuty, Molly Baustien},
Title = {{Teacher preparation as interruption or disruption? Understanding
   identity (re)constitution for critical inclusion}},
Journal = {{TEACHING AND TEACHER EDUCATION}},
Year = {{2019}},
Volume = {{81}},
Pages = {{38-49}},
Month = {{MAY}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Siuty, MB (Reprint Author), Portland State Univ, Grad Sch Educ, 1900 SW 4th Ave,200, Portland, OR 97201 USA.
   Siuty, Molly Baustien, Portland State Univ, Grad Sch Educ, 1900 SW 4th Ave,200, Portland, OR 97201 USA.}},
DOI = {{10.1016/j.tate.2019.02.008}},
ISSN = {{0742-051X}},
Keywords = {{Inclusive education; Teacher identity; Disability studies in education}},
Keywords-Plus = {{DISABILITY; EDUCATION; NEED; INTERSECTIONS; LITERACY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{msiuty@pdx.edu}},
Funding-Acknowledgement = {{University of Kansas School of Education Graduate Student Research Fund}},
Funding-Text = {{This investigation was supported through an award from the University of
   Kansas School of Education Graduate Student Research Fund. The
   University of Kansas had no involvement in the study design, collection,
   analysis, and interpretation of data, the writing of the report or the
   decision to submit the article for publication. The ideas expressed in
   this manuscript are my own.}},
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   Strauss AL, 1987, QUALITATIVE ANAL SOC.
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Number-of-Cited-References = {{68}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Teach. Teach. Educ.}},
Doc-Delivery-Number = {{HV5WF}},
Unique-ID = {{ISI:000466055100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000468121600006,
Author = {Lambert, Rachel},
Title = {{Political, relational, and complexly embodied; experiencing disability
   in the mathematics classroom}},
Journal = {{ZDM-MATHEMATICS EDUCATION}},
Year = {{2019}},
Volume = {{51}},
Number = {{2, SI}},
Pages = {{279-289}},
Month = {{MAY}},
Abstract = {{The academic field of Disability Studies (DS) offers theoretical tools
   to understand how social practices intersect with embodiment, long a
   critical issue in DS because disability is a category of human
   difference that is always already embodied. I review two theories that
   seek to resolve this dichotomy between the body and social worlds:
   complex embodiment (Siebers, Disability theory, University of Michigan
   Press, Ann Arbor, 2008) and the political/relational model (Kafer,
   Feminist, Queer, Crip, Indiana University Press, Bloomington, 2013). I
   use these theories to analyze ethnographic data and narratives of a
   Latina named Desi around disability and mathematics. Desi's narratives
   explored experiences relating to Attention Deficit Hyperactivity
   Disorder, Learning Disabilities, and mathematics anxiety. Desi's
   narratives described disabilities as socio-political constructs,
   involving relations of power and exclusion, as well as acknowledging the
   physiological, embodied experience of some differences in relation to
   mathematics. Through this analysis, I argue for the inclusion of emotion
   in embodiment, and the use of narrative analysis paired with ethnography
   as a tool to understand embodied experience.}},
Publisher = {{SPRINGER HEIDELBERG}},
Address = {{TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lambert, R (Reprint Author), Univ Calif Santa Barbara, Gervitz Grad Sch Educ, Santa Barbara, CA 93106 USA.
   Lambert, Rachel, Univ Calif Santa Barbara, Gervitz Grad Sch Educ, Santa Barbara, CA 93106 USA.}},
DOI = {{10.1007/s11858-019-01031-1}},
ISSN = {{1863-9690}},
EISSN = {{1863-9704}},
Keywords = {{Disability studies; Embodiment; Mathematics; Disability; Narrative}},
Keywords-Plus = {{LEARNING-DISABILITY; I AM}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{rlambert@ucsb.edu}},
Cited-References = {{A. S. A. N, 2018, ID 1 LANG.
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   Varenne H., 2006, ED RES, V35, P12, DOI DOI 10.3102/0013189X035006012.
   Wendell S, 1996, REJECTED BODY FEMINI.}},
Number-of-Cited-References = {{50}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{ZDM-Math. Educ.}},
Doc-Delivery-Number = {{HY4TU}},
Unique-ID = {{ISI:000468121600006}},
DA = {{2020-03-18}},
}

@article{ ISI:000467422900003,
Author = {Ville, Isabelle},
Title = {{When social protection and emancipation go hand in hand: Towards a
   collective form of care}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2019}},
Volume = {{13}},
Number = {{2}},
Pages = {{101-112}},
Month = {{MAY}},
Abstract = {{In the second half of the 20th century, all welfare states introduced
   social policies to help disabled persons. Yet since the 1970's, social
   protection devices have been the object of two criticisms. Disabled
   persons movements and the disability studies denounce both the
   underlying domination and paternalism and the forms of segregation that
   fuel the dependency and passivity of the beneficiaries of such devices.
   More recently, neoliberal activation policies have been trying to
   restrict access to these devices, believing that because they encourage
   people to take advantage of national solidarity, they constitute an
   obstacle to self-determination. These two lines of criticism converge to
   consider forms of protection as forms of alienation; they associate
   emancipation with the exercise of autonomy and the defence of human
   rights on the one hand, and with individual accountability on the other.
   By revisiting certain forms of protection related to French public
   policies-such as the introduction of social minima-and to civil society
   (associative work in particular), and by referring to different
   empirical studies, I will attempt to shed light on the conditions for
   forms of social protection that are sources of emancipation.
   I will show that they take place in arrangements that combine local care
   between peers with financial support from public policies. In this way I
   hope to make a modest contribution to Nancy Fraser's project to forge
   ``a new alliance between social protection and emancipation{''}. (C)
   2018 Association ALTER. Published by Elsevier Masson SAS. All rights
   reserved.}},
Publisher = {{ELSEVIER MASSON, CORPORATION OFFICE}},
Address = {{65 CAMILLE DESMOULINS CS50083 ISSY-LES-MOULINEAUX, 92442 PARIS, FRANCE}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ville, I (Reprint Author), EHESS, CEMS, 54 Blvd Raspail, F-75006 Paris, France.
   Ville, Isabelle, Inst Natl Sante \& Rech Med Imserm, F-75013 Paris, France.
   Ville, Isabelle, EHESS, CEMS, CNRS EHESS Inserm, Programme Handicaps \& Soc, F-75006 Paris, France.}},
DOI = {{10.1016/j.alter.2018.11.006}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Keywords = {{Social protection; Emancipation; Disability movements; Activation
   policies; French public policies; Political care}},
Keywords-Plus = {{DISABILITY; WORK}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{isabelle.ville@ehess.fr}},
ResearcherID-Numbers = {{VILLE, Isabelle/L-8374-2017}},
ORCID-Numbers = {{VILLE, Isabelle/0000-0003-4614-9305}},
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Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{HX5EG}},
Unique-ID = {{ISI:000467422900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000465038100003,
Author = {Kane, Anne},
Title = {{`How Can Anyone Live Like That?' Exploring the Conscious and Unconscious
   Implications for Disabled People of any Change in Assisted Suicide Law}},
Journal = {{BRITISH JOURNAL OF PSYCHOTHERAPY}},
Year = {{2019}},
Volume = {{35}},
Number = {{2}},
Pages = {{195-214}},
Month = {{MAY}},
Abstract = {{This paper explores the issue of assisted suicide in relation to
   disabled people from a psychosocial perspective. The implications,
   particularly the unconscious implications, for disabled people and for
   the psychosocial dynamics around disability if assisted suicide was made
   lawful in the UK are explored. Assisted suicide is the subject of
   persistent attempts at legal change and while not, in theory, specific
   to disabled people, the issue brings some of the psychosocial dynamics
   around impairment and disability into focus, illuminating the attitudes
   and emotions with which disabled people must try to live. Psychoanalytic
   ideas in relation to trauma, loss, mourning and containment are drawn
   upon with particular reference to the work of Freud, Klein, Bion and
   more contemporary thinkers such as Garland, Sinason and Rustin. The
   paper draws on three texts by disabled people in order to explore
   emotional responses to profound impairment. Attachment theory helps in
   considering varying narrative styles. Disability studies literature and
   legal, social and political contextual issues inform the psychosocial
   perspective applied in the paper.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kane, A (Reprint Author), AGIP, Rome, Italy.
   Kane, Anne, AGIP, Rome, Italy.}},
DOI = {{10.1111/bjp.12447}},
ISSN = {{0265-9883}},
EISSN = {{1752-0118}},
Keywords = {{Assisted Suicide; Disability; Impairment; Trauma; Loss; Mourning;
   Containment; Facilitating Environment; Narrative; Psychosocial; Social
   Model}},
Research-Areas = {{Psychiatry}},
Web-of-Science-Categories  = {{Psychiatry}},
Author-Email = {{kanea@btinternet.com}},
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Number-of-Cited-References = {{61}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Brit. J. Psychother.}},
Doc-Delivery-Number = {{HU1NC}},
Unique-ID = {{ISI:000465038100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000470408000001,
Author = {Huang, Shixin},
Title = {{Ten years of the CRPD's adoption in China: challenges and opportunities}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{6}},
Pages = {{1004-1009}},
Month = {{JUL 3}},
Abstract = {{This article examines the challenges and opportunities of implementing
   the CRPD's rights-based model in China, especially the effects of the
   diminishing space for civil society on the nascent disability rights
   movement. A disability rights movement emerged as a direct result of the
   CRPD's adoption in 2008. Two recent restrictive civil society
   legislations, however, undermined this process. While the diminishing
   space of civil society has posed great challenges to the movement by
   marginalizing the rights advocacy approach, it has created an
   opportunity for service-oriented disability associations to thrive.
   While service-oriented associations are often ignored by disability
   studies scholarship and the disability rights movement, I argue that,
   through these organizations, persons with disabilities in China have
   done critical identity work and substantively increased their level of
   independence in their daily lives. As a result, a disability rights
   consciousness continues to be built in China, despite governmental
   hostility to political advocacy.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Huang, SX (Reprint Author), Univ Washington, Henry M Jackson Sch Int Studies, Seattle, WA 98195 USA.
   Huang, Shixin, Univ Washington, Henry M Jackson Sch Int Studies, Seattle, WA 98195 USA.}},
DOI = {{10.1080/09687599.2019.1604384}},
Early Access Date = {{APR 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Convention on the Rights of People with Disabilities; disability rights
   movement; disabled persons' organizations; service provision; rights
   advocacy; China}},
Keywords-Plus = {{SOCIETY; PEOPLE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{sxhuang@uw.edu}},
Cited-References = {{DeJong G, 1979, MOVEMENT INDEPENDENT.
   GROCH SA, 1994, SOCIOL INQ, V64, P369, DOI 10.1111/j.1475-682X.1994.tb00398.x.
   Meyers Stephen, 2016, LAWS, V5, P21, DOI DOI 10.3390/laws5020021.
   National Bureau of Statistics, 2017, MAJ DAT REP 2 NAT CE.
   Stein M. A., 2010, LOYOLA LOS ANGELES I, V33, P7.
   Tang N, 2018, DISABIL SOC, V33, P1170, DOI 10.1080/09687599.2018.1471373.
   Zhao XT, 2018, DISABIL SOC, V33, P132, DOI 10.1080/09687599.2017.1375246.}},
Number-of-Cited-References = {{7}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{ID8KI}},
Unique-ID = {{ISI:000470408000001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000469119700005,
Author = {Richardson, Shaquinta L. L. and Stoneman, Zolinda},
Title = {{It takes a sister: sisterhood and Black womanhood in families of people
   with intellectual and developmental disabilities}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{4}},
Pages = {{607-628}},
Month = {{APR 21}},
Abstract = {{This study explores the sibling relationships of Black women with
   sisters who have intellectual and developmental disabilities in the
   southeast United States including Georgia, South Carolina, Florida, and
   Louisiana. The researchers used disability/critical race theory to
   understand the perceptions and stigmas associated with disability
   relating to social, cultural, and psychological structures within
   sibling relationships. Results were captured in four themes: cultural
   perceptions of family and extended kin; sibling relationships; beliefs
   about the self as a sister; and siblings' identities. The findings from
   this study will contribute to research in disability studies by
   providing a better understanding of the intersections of identities and
   the familial experiences of diverse families.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Richardson, SLL (Reprint Author), Univ Georgia, Inst Human Dev \& Disabil, Athens, GA 30602 USA.
   Richardson, Shaquinta L. L.; Stoneman, Zolinda, Univ Georgia, Inst Human Dev \& Disabil, Athens, GA 30602 USA.}},
DOI = {{10.1080/09687599.2018.1555451}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{intellectual disability; developmental disability; siblings;
   intersectionality}},
Keywords-Plus = {{SIBLINGS; INDIVIDUALS; CHILD}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{shaquinta.richardson@converse.edu}},
Funding-Acknowledgement = {{US Department of Health and Human Services, Administration on
   Intellectual and Developmental Disabilities}},
Funding-Text = {{This study was supported by US Department of Health and Human Services,
   Administration on Intellectual and Developmental Disabilities.}},
Cited-References = {{Annamma SA, 2013, RACE ETHNIC EDUC-UK, V16, P1, DOI 10.1080/13613324.2012.730511.
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   Davys D, 2015, BRIT J LEARN DISABIL, V43, P219, DOI 10.1111/bld.12099.
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   Gibbons HM, 2016, DISABIL SOC, V31, P820, DOI 10.1080/09687599.2016.1203291.
   Green SE, 2007, SOC SCI MED, V64, P150, DOI 10.1016/j.socscimed.2006.08.025.
   Guest G, 2011, APPL THEMATIC ANAL.
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   Lock A., 2010, SOCIAL CONSTRUCTIONI.
   Maxwell J.A, 2012, QUALITATIVE RES DESI, V41.
   McAdoo H., 2006, BLACK FAMILIES.
   McGraw LA, 2007, J FAM ISSUES, V28, P474, DOI 10.1177/0192513X06297312.
   McHale SM, 2007, J FAM PSYCHOL, V21, P227, DOI 10.1037/0893-3200.21.2.227.
   Meltzer A, 2016, DISABIL SOC, V31, P17, DOI 10.1080/09687599.2015.1127212.
   Orsmond GI, 2007, MENT RETARD DEV D R, V13, P313, DOI 10.1002/mrdd.20171.
   Patton M. Q., 2014, QUALITATIVE RES EVAL.
   Ryan S, 2008, DISABIL SOC, V23, P199, DOI 10.1080/09687590801953937.
   Saldana J., 2013, CODING MANUAL QUALIT.
   Saxena M, 2015, J POLICY PRACT INTEL, V12, P210, DOI 10.1111/jppi.12127.
   Smith J, 2017, J BORDERL STUD, V32, P1, DOI 10.1080/08865655.2016.1266276.
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Number-of-Cited-References = {{33}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HZ8PS}},
Unique-ID = {{ISI:000469119700005}},
DA = {{2020-03-18}},
}

@article{ ISI:000469119700007,
Author = {Jones, Chelsea},
Title = {{That time I punched a boy in the forehead: sibling stories ahead of
   research}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{4}},
Pages = {{657-662}},
Month = {{APR 21}},
Abstract = {{In the past month, I have been building relationships with community
   members at a prairie-based research site in Canada by telling a story
   about my own sibling advocacy. Namely, the story about that time I
   punched a boy in the forehead when I was a kid. I observe that this
   story helps build trust between me and the families invested in a new
   research project. This is a current issue because recent research on the
   utility of sibling stories suggests that these narrative accounts,
   diverse as they may be, are foundational to knowledge creation about
   disability. Yet these stories are under threat of pathologization when
   they are understood through a clinical lens, rather than a critical
   disability studies lens. I conclude by suggesting that sibling stories
   ought to be claimed as pivotal to critical understandings of disability
   experiences.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Jones, C (Reprint Author), Univ Regina, Media Art \& Performance \& Social Work, Regina, SK, Canada.
   Jones, Chelsea, Univ Regina, Media Art \& Performance \& Social Work, Regina, SK, Canada.}},
DOI = {{10.1080/09687599.2019.1567012}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Sibling; community-based research; storytelling; voice; intellectual
   disability}},
Keywords-Plus = {{DISABILITY; PEOPLE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{chelsea.jones@uregina.ca}},
Cited-References = {{Burghardt M., 2017, CANADIAN J DISABILIT, V6, P93.
   Burghardt M, 2015, DISABIL SOC, V30, P1071, DOI 10.1080/09687599.2015.1076718.
   BURGHARDT MC, 2018, {[}No title captured].
   Coyle CE, 2014, J POLICY PRACT INTEL, V11, P302, DOI 10.1111/jppi.12094.
   Fellner G, 2017, DISABIL SOC, V32, P323, DOI 10.1080/09687599.2017.1296817.
   Giallo R, 2012, CLIN PSYCHOL-UK, V16, P36, DOI 10.1111/j.1742-9552.2011.00035.x.
   Guse T, 2010, DISABIL SOC, V25, P387, DOI 10.1080/09687591003701322.
   Meltzer A, 2016, DISABIL SOC, V31, P17, DOI 10.1080/09687599.2015.1127212.
   Richardson SLL, 2017, DISABIL SOC, V32, P1534, DOI 10.1080/09687599.2017.1351330.
   Rogers C, 2015, DISABIL SOC, V30, P1439, DOI 10.1080/09687599.2015.1112139.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HZ8PS}},
Unique-ID = {{ISI:000469119700007}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000465977300001,
Author = {Dozono, Tadashi},
Title = {{Negation of being and reason in the world history classroom: ``they used
   to think of me as a lesser being{''}}},
Journal = {{RACE ETHNICITY AND EDUCATION}},
Abstract = {{This article addresses how students of color experience negation through
   world history, and exclusion from being recognized as fully human. What
   are the logics of exclusion within a world history classroom, and how do
   these logics of exclusion reproduce themselves in student experiences of
   alienation and exclusion from the curricular narrative? This study draws
   from interviews with 10(th) grade global studies students of color, and
   employs critical theory, critical race theory, critical disability
   studies, and queer studies, to conduct a different reading of these
   students. These frameworks redirect our gaze to the exclusionary logics
   of reason, the politicized construction of history as a discipline, and
   the impact of distinctions between being and non-being, civilized and
   savage, in world history. The article intervenes into these moments when
   teachers dismiss what students say, to understand the impacts history
   has on how students understand themselves, and how history has engaged
   students.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Dozono, T (Reprint Author), Lyons Community Sch, Brooklyn, NY 11206 USA.
   Dozono, Tadashi, Lyons Community Sch, Brooklyn, NY 11206 USA.}},
DOI = {{10.1080/13613324.2019.1604505}},
Early Access Date = {{APR 2019}},
ISSN = {{1361-3324}},
EISSN = {{1470-109X}},
Keywords = {{History education; social studies; multicultural education; critical
   race theory; critical theory}},
Keywords-Plus = {{RACE; ADOLESCENTS}},
Research-Areas = {{Education \& Educational Research; Ethnic Studies}},
Web-of-Science-Categories  = {{Education \& Educational Research; Ethnic Studies}},
Author-Email = {{tadashi@berkeley.edu}},
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   Yosso T. J., 2005, CRITICAL RACE COUNTE.}},
Number-of-Cited-References = {{56}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Race Ethn. Educ.}},
Doc-Delivery-Number = {{HV4SZ}},
Unique-ID = {{ISI:000465977300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000465975500001,
Author = {Kirby, Philip},
Title = {{Gift from the gods? Dyslexia, popular culture and the ethics of
   representation}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{9-10}},
Pages = {{1573-1594}},
Month = {{NOV 26}},
Abstract = {{The popular culture of learning difficulties has gained increasing
   attention in recent years, especially autism and Asperger syndrome. As
   yet, the representation of dyslexia has gone unexplored. Here, the
   popular culture of dyslexia is analysed, using the Percy Jackson series
   as a point of reference. It is suggested that three key tropes
   characterise these popular cultures: dyslexia as gift, functional
   limitation and joke. Conceptually, the article seeks to explore the
   potential for accounts of the popular culture of disability to go beyond
   the positive/negative ethical binary. It does so by situating
   representations of dyslexia within dyslexia's broader histories and
   cultures, drawing on interviews with people with dyslexia from the UK
   Dyslexia Archive, amongst other sources. The article suggests that, in
   the case of dyslexia's popular culture, the positive/negative ethical
   binary does not always capture the full complexity of representations.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kirby, P (Reprint Author), Univ Oxford, St Johns Coll, Oxford, England.
   Kirby, Philip, Univ Oxford, St Johns Coll, Oxford, England.}},
DOI = {{10.1080/09687599.2019.1584091}},
Early Access Date = {{APR 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Dyslexia; representation; film; disability studies; learning
   difficulties}},
Keywords-Plus = {{DISABILITY; FILM; STEREOTYPES; STUDENTS; PEOPLE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{philip.kirby@sjc.ox.ac.uk}},
ORCID-Numbers = {{Kirby, Philip/0000-0001-9254-8732}},
Funding-Acknowledgement = {{John Fell Fund {[}152/045]; Wellcome Trust Institutional Strategic
   Support Fund 2014-16Wellcome Trust {[}105605/Z/14/Z]}},
Funding-Text = {{This work was supported by the John Fell Fund {[}ref. 152/045]; Wellcome
   Trust Institutional Strategic Support Fund 2014-16 (ref. 105605/Z/14/Z).}},
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   Riordan Rick, 2012, THE MARK OF ATHENA.
   Riordan Rick, 2009, PERCY JACKSON LAST O.
   Riordan Rick, 2011, THE SON OF NEPTUNE.
   Riordan Rick, 2007, PERCY JACKSON TITANS.
   Riordan Rick, 2008, PERCY JACKSON BATTLE.
   Riordan Rick, 2006, PERCY JACKSON SEA MO.
   Riordan Rick, 2010, THE LOST HERO.
   Rose Jim, 2009, IDENTIFYING TEACHING.
   Safran SP, 1998, EXCEPT CHILDREN, V64, P227.
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   Schwartz D, 2010, DISABIL SOC, V25, P841, DOI 10.1080/09687599.2010.520898.
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   Shakespeare T, 2013, DISABILITY STUDIES R, P214, DOI DOI 10.4324/9780203077887.
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   Snowling M. J., 2000, DYSLEXIA.
   Speddon Billy, 2012, THE THICK OF IT.
   Spiller Michael, 2014, THE MINDY PROJECT.
   Thompson C, 2015, DISABIL SOC, V30, P1328, DOI 10.1080/09687599.2015.1093460.
   Trilling Lawrence, 2002, FELICITY.
   Turner Brad, 2009, BONES.
   Waltz Mitzi, 2013, AUTISM SOCIAL MED HI.
   White S, 2012, THE AMERICAN ARCHIVI, V75, P109, DOI {[}10.17723/aarc.75.1.c53h4712017n4728, DOI 10.17723/aarc.75.1.c53h4712017n4728].
   Whittington-Walsh F, 2002, DISABIL SOC, V17, P695, DOI 10.1080/0968759022000010461.
   Wilde Alison, 2018, FILM COMEDY DISABILI.
   Wilde Alison, 2014, REV DISABILITY STUDI, V6, P34.
   Williams Sally, 2010, GUARDIAN.}},
Number-of-Cited-References = {{107}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{KG1CZ}},
Unique-ID = {{ISI:000465975500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000469144500002,
Author = {Campbell, Fiona Kumari},
Title = {{Precision ableism: a studies in ableism approach to developing histories
   of disability and abledment}},
Journal = {{RETHINKING HISTORY}},
Year = {{2019}},
Volume = {{23}},
Number = {{2, SI}},
Pages = {{138-156}},
Month = {{APR 3}},
Abstract = {{This paper discusses the historical project and idea of comparison, then
   moves on to a discussion of the role of thinking theoretically in terms
   of process and not object relations, a shift from a focus on binaries to
   aporias. The paper outlines the development of Studies in Ableism as
   well as presuppositional foundations of systems of ableism, and the
   delimitation of abledment and disablement. Finally, the paper
   contributes to thinking about the meaning of ableism in a more precise
   way.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Campbell, FK (Reprint Author), Univ Dundee, Sch Educ \& Social Work, Perth Rd, Dundee DD1 4HN, Scotland.
   Campbell, Fiona Kumari, Univ Dundee, Sch Educ \& Social Work, Perth Rd, Dundee DD1 4HN, Scotland.}},
DOI = {{10.1080/13642529.2019.1607475}},
ISSN = {{1364-2529}},
EISSN = {{1470-1154}},
Keywords = {{Ableism; abledment; ability; disability; disability studies;
   historiographic epistemology; comparative research; disability history}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{f.k.campbell@dundee.ac.uk}},
ResearcherID-Numbers = {{Campbell, Fiona Kumari/D-3464-2013}},
ORCID-Numbers = {{Campbell, Fiona Kumari/0000-0001-9262-2963}},
Cited-References = {{Abeysekara A., 2011, POLITICS POSTSECULAR.
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   Young I. M., 1997, INTERSECTING VOICES.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Rethink. Hist.}},
Doc-Delivery-Number = {{HZ8ZD}},
Unique-ID = {{ISI:000469144500002}},
DA = {{2020-03-18}},
}

@article{ ISI:000469144500007,
Author = {Goodley, Dan and Lawthom, Rebecca},
Title = {{Critical disability studies, Brexit and Trump: a time of
   neoliberal-ableism}},
Journal = {{RETHINKING HISTORY}},
Year = {{2019}},
Volume = {{23}},
Number = {{2, SI}},
Pages = {{233-251}},
Month = {{APR 3}},
Abstract = {{One feels light-headed even trying to decipher the actualities of the
   global political system and cultural order in light of the traumatic
   events of Brexit and Trump. One trope worth dissected is that of ableism
   as an obvious partner of neoliberalism. The concept of
   neoliberal-ableism captures the elision of key tenets of both processes
   that emphasise self-containment, autonomy and independence. Such ideas
   were key to the Trump and Brexit campaigns and now leave us in a
   dangerous space of isolationism. Trump and Brexit hail in a new kind of
   neoliberalism; one associated with the rolling out of ableist ideals.
   And while West might be correct in predicting the death of some elements
   of late capitalism, we know from history that ability and disability -
   or dis/ability - are used to restructure political orders. We will
   consider the rise of neoliberal-ableism as a key guiding ideology of
   both Brexit and Trump supporters and ask: what does this mean for
   disabled people? After considering these two historical events we will
   think of the future and consider some of the ways in which we may
   respond and resist.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Goodley, D (Reprint Author), Univ Sheffield, iHuman, 241 Glossop Rd, Sheffield S10 2GW, S Yorkshire, England.
   Goodley, D (Reprint Author), Univ Sheffield, Sch Educ, 241 Glossop Rd, Sheffield S10 2GW, S Yorkshire, England.
   Goodley, Dan, Univ Sheffield, iHuman, 241 Glossop Rd, Sheffield S10 2GW, S Yorkshire, England.
   Goodley, Dan, Univ Sheffield, Sch Educ, 241 Glossop Rd, Sheffield S10 2GW, S Yorkshire, England.
   Lawthom, Rebecca, Manchester Metropolitan Univ, Dept Psychol, Manchester, Lancs, England.}},
DOI = {{10.1080/13642529.2019.1607476}},
ISSN = {{1364-2529}},
EISSN = {{1470-1154}},
Keywords = {{Ableism; neoliberalism; Brexit; Trump}},
Keywords-Plus = {{POLITICS}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{d.goodley@sheffield.ac.uk}},
ResearcherID-Numbers = {{Goodley, Dan/K-1391-2014}},
ORCID-Numbers = {{Goodley, Dan/0000-0002-0660-5671}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ES/P001041/1]}},
Funding-Text = {{This work was supported by the Economic and Social Research Council
   {[}ES/P001041/1].}},
Cited-References = {{{[}Anonymous], 2007, STUDIES GENDER SEXUA, V8, P221, DOI DOI 10.1080/15240650701226490.
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Number-of-Cited-References = {{46}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Rethink. Hist.}},
Doc-Delivery-Number = {{HZ8ZD}},
Unique-ID = {{ISI:000469144500007}},
OA = {{Green Accepted, Bronze, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000460523400006,
Author = {Gordon, Eva Sage},
Title = {{Writing Celebrity as Disability: Las Meninas, Performing Dwarfs, and
   Michael Jackson Fan Day}},
Journal = {{LIFE WRITING}},
Year = {{2019}},
Volume = {{16}},
Number = {{2, SI}},
Pages = {{231-244}},
Month = {{APR 3}},
Abstract = {{What are the ramifications of human beings transmogrified, by the stigma
   of disability or celebrity, into objects of cultural fascination, and
   how can we begin to define the consequences of this process for both the
   human object and the culture doing the objectifying? This article seeks
   to compare the experience of performing dwarfs as objects to be stared
   at, played with, and further miniaturised in the eyes of the public,
   with the contemporary treatment of Hollywood celebrities as abstract,
   dehumanised figures. I pair life writing in the form of memoirs (from
   Jozef Boruwlaski and Michael Jackson) and portraiture (examining
   Velazquez's iconic painting Las Meninas) with critical work on celebrity
   and disability by Graeme Turner, Tobin Siebers and others in an attempt
   to both illuminate the mechanisms by which celebrities are distorted by
   the process of public consumption and explore the consequences of this
   distortion on the wider culture. The preoccupation with the body by
   disability scholars helps ground our conceptualisations of both the
   famous dwarf and the contemporary celebrity, and the life writings of an
   historical court dwarf and a twentieth-century celebrity provide a
   window into the self-conscious identity construction required of
   `special' figures.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gordon, ES (Reprint Author), CUNY Grad Ctr, English, New York, NY 10016 USA.
   Gordon, Eva Sage, CUNY Grad Ctr, English, New York, NY 10016 USA.}},
DOI = {{10.1080/14484528.2019.1548261}},
ISSN = {{1448-4528}},
EISSN = {{1751-2964}},
Keywords = {{Celebrity studies; memoir; disability studies; Michael Jackson}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{evasagegordon@gmail.com}},
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Number-of-Cited-References = {{27}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Life Writ.}},
Doc-Delivery-Number = {{HN9ML}},
Unique-ID = {{ISI:000460523400006}},
DA = {{2020-03-18}},
}

@article{ ISI:000460100500006,
Author = {Mitchell, Jennifer Leah and Lashewicz, Bonnie},
Title = {{Generative fathering: a framework for enriching understandings of
   fathers raising children who have disability diagnoses}},
Journal = {{JOURNAL OF FAMILY STUDIES}},
Year = {{2019}},
Volume = {{25}},
Number = {{2}},
Pages = {{184-198}},
Month = {{APR 3}},
Abstract = {{Theoretical frameworks that support understandings of fathering children
   who have disability diagnoses are under-developed. The purpose of this
   theoretical paper is to present the generative fathering framework,
   interfaced with critical disability studies theory (CDS), for enriching
   understandings of fathering children with disability diagnoses. The
   authors introduce generative fathering, and follow this with an
   examination of the generative fathering assumptions: (1) fathers are
   responsible for meeting children's needs through a `variety' of
   fatherwork, (2) father-child connection results in a reciprocity of
   benefits, and (3) fathers' strengths are cultivated amidst challenges -
   which is argued to be distinctly relevant to fathering in relation to
   children with disability diagnoses. A sample of relevant literature is
   drawn together to direct the discussion and to elaborate how the
   generative fathering framework can be informed by CDS to guide fuller
   understandings of fathering children with disability diagnoses.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mitchell, JL (Reprint Author), Univ Calgary, Cumming Sch Med, Dept Community Hlth Sci, Calgary, AB, Canada.
   Mitchell, Jennifer Leah; Lashewicz, Bonnie, Univ Calgary, Cumming Sch Med, Dept Community Hlth Sci, Calgary, AB, Canada.}},
DOI = {{10.1080/13229400.2016.1212727}},
ISSN = {{1322-9400}},
EISSN = {{1839-3543}},
Keywords = {{Fathering; generative fathering; children with disabilities; critical
   disability studies; fathers; theoretical frameworks}},
Keywords-Plus = {{SPECTRUM DISORDER; FAMILIES; LEISURE; COSTS}},
Research-Areas = {{Family Studies}},
Web-of-Science-Categories  = {{Family Studies}},
Author-Email = {{mitchj@ucalgary.ca}},
Funding-Acknowledgement = {{Alberta Centre for Child, Family, \& Community Research (ACCFCR)}},
Funding-Text = {{This work was supported by the Alberta Centre for Child, Family, \&
   Community Research (ACCFCR).}},
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   Meekosha H., 2009, AUSTR J HUMAN RIGHTS, V15, P47, DOI DOI 10.1080/1323238X.2009.11910861.
   Meekosha H, 2011, DISABIL SOC, V26, P667, DOI 10.1080/09687599.2011.602860.
   Nicholas D, 2013, PARTNERING PARENTS F, P219.
   Paquette D, 2010, EARLY CHILD DEV CARE, V180, P33, DOI 10.1080/03004430903414687.
   Pelchat Diane, 2003, J Child Health Care, V7, P231, DOI 10.1177/13674935030074001.
   Pratt Michael W., 2012, FATHER INVOLVEMENT C, P107.
   Reaume G, 2014, CAN MED ASSOC J, V186, P1248, DOI 10.1503/cmaj.141236.
   Roggman LA, 2004, HUM DEV, V47, P228, DOI 10.1159/000078725.
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   Zabriskie R. B., 2013, POSITIVE LEISURE SCI, P81, DOI DOI 10.1007/978-94-007-5058-6\_5.}},
Number-of-Cited-References = {{60}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Fam. Stud.}},
Doc-Delivery-Number = {{HN3RC}},
Unique-ID = {{ISI:000460100500006}},
DA = {{2020-03-18}},
}

@article{ ISI:000493106200005,
Author = {Shaheen, Aaron},
Title = {{Approaching Facial Difference: Past and Present}},
Journal = {{JOURNAL OF THE HISTORY OF MEDICINE AND ALLIED SCIENCES}},
Year = {{2019}},
Volume = {{74}},
Number = {{2}},
Pages = {{216-218}},
Month = {{APR}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Shaheen, A (Reprint Author), Univ Tennessee Chattanooga, Dept English, 540 McCallie Ave,Box 2703, Chattanooga, TN 37403 USA.
   Shaheen, Aaron, Univ Tennessee Chattanooga, Dept English, 540 McCallie Ave,Box 2703, Chattanooga, TN 37403 USA.}},
DOI = {{10.1093/jhmas/jrz013}},
ISSN = {{0022-5045}},
EISSN = {{1468-4373}},
Keywords = {{Disability Studies; Disfigurement; Stigma; Disease Construction}},
Research-Areas = {{Health Care Sciences \& Services; History \& Philosophy of Science}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; History \& Philosophy Of Science}},
Cited-References = {{Skinner Patricia, 2018, APPROACHING FACIAL D.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Hist. Med. Allied Sci.}},
Doc-Delivery-Number = {{JH9RS}},
Unique-ID = {{ISI:000493106200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000493106200012,
Author = {Starks, Tricia},
Title = {{Deaf in the USSR: Marginality, Community, and Soviet Identity, 1917-1991}},
Journal = {{JOURNAL OF THE HISTORY OF MEDICINE AND ALLIED SCIENCES}},
Year = {{2019}},
Volume = {{74}},
Number = {{2}},
Pages = {{232-234}},
Month = {{APR}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Starks, T (Reprint Author), Univ Arkansas, 410 MAIN, Fayetteville, AR 72701 USA.
   Starks, Tricia, Univ Arkansas, 410 MAIN, Fayetteville, AR 72701 USA.}},
DOI = {{10.1093/jhmas/jrz009}},
ISSN = {{0022-5045}},
EISSN = {{1468-4373}},
Keywords = {{Russia; Soviet-era Medicine; Disability Studies; Sensory History;
   Patient Activism}},
Research-Areas = {{Health Care Sciences \& Services; History \& Philosophy of Science}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; History \& Philosophy Of Science}},
Cited-References = {{SHAW CL, 2017, {[}No title captured].}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Hist. Med. Allied Sci.}},
Doc-Delivery-Number = {{JH9RS}},
Unique-ID = {{ISI:000493106200012}},
DA = {{2020-03-18}},
}

@article{ ISI:000466260800002,
Author = {Kaley, Alexandra and Hatton, Chris and Milligan, Christine},
Title = {{Therapeutic spaces of care farming: Transformative or ameliorating?}},
Journal = {{SOCIAL SCIENCE \& MEDICINE}},
Year = {{2019}},
Volume = {{227}},
Number = {{SI}},
Pages = {{10-20}},
Month = {{APR}},
Note = {{17th International Medical Geography Symposium (IMGS), Angers, FRANCE,
   JUL 02-07, 2017}},
Abstract = {{Since Wil Gesler's earliest articulation (Gesler, 1992; Gesler, 1996)
   key thinkers in the field of therapeutic landscapes have sought to
   emphasise the embodied, contextual and wholly relational nature of the
   relationship that exists between people and place. However, the extant
   research has tended to focus on the relational healing experience as
   this occurs `in the moment' and with reference to a specific location or
   site of healing, with less attention being paid to what happens to
   people when they return to their ordinary or everyday places. In this
   paper, we reflect on findings from visual ethnographic work (including
   photography and film) that explored the therapeutic landscape
   experiences of people with intellectual disabilities engaged in care
   farming interventions for health and wellbeing. The study also recruited
   farm staff and family members or carers to take part, and comprised 20
   participants in total. Having identified a gap in our understanding,
   consideration is given to wider impact that engaging in these sorts of
   activities had on the everyday lives of the participants in this study.
   We argue that this study has identified two types of therapeutic journey
   that broadly fit the experiences of study participants. The first type
   of journey denotes landscape experiences that are transformative. Here
   the therapeutic power of the care farm landscape resides in the ability
   of activities conducted on care farms to influence other aspects of
   participants' lives in ways that promote wellbeing. By contrast, there
   is another type of journey where the therapeutic power of the care farm
   resides in its ability to ameliorate challenging or harmful life
   situations, thus offering people a temporary site of respite or refuge.
   We conclude that these findings denote an important development for this
   sub-field of health geography, not only because they draw attention to
   the transformative power of the therapeutic encounter, but also the
   broader socio-spatial environments in which people live and ways in
   which these can limit that power.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article; Proceedings Paper}},
Language = {{English}},
Affiliation = {{Kaley, A (Reprint Author), Univ Lancaster, Div Hlth Res, Lancaster LA14AW, Bailrigg, England.
   Kaley, Alexandra; Hatton, Chris; Milligan, Christine, Univ Lancaster, Div Hlth Res, Lancaster LA14AW, Bailrigg, England.}},
DOI = {{10.1016/j.socscimed.2018.05.011}},
ISSN = {{0277-9536}},
Keywords = {{Therapeutic landscapes; Disability studies; Intellectual disability;
   Ethnography; Visual methods; Health geography; Care fanning}},
Keywords-Plus = {{HEALTH; LANDSCAPES; PLACE; DISABILITY; GEOGRAPHY; PEOPLE; SELF}},
Research-Areas = {{Public, Environmental \& Occupational Health; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health; Social Sciences,
   Biomedical}},
Author-Email = {{a.kaley@lancaster.ac.uk}},
Funding-Acknowledgement = {{Economic and Social Research Council {[}ESRC DOCTORAL STUDENTSHIP]}},
Funding-Text = {{This work was supported by the Economic and Social Research Council
   {[}ESRC DOCTORAL STUDENTSHIP].}},
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Number-of-Cited-References = {{48}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Soc. Sci. Med.}},
Doc-Delivery-Number = {{HV8UY}},
Unique-ID = {{ISI:000466260800002}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000465110900003,
Author = {Daen, Laurel},
Title = {{Beyond impairment: Recent histories of early American disability}},
Journal = {{HISTORY COMPASS}},
Year = {{2019}},
Volume = {{17}},
Number = {{4}},
Month = {{APR}},
Abstract = {{Research on physical and intellectual incapacity in early America
   (defined in this essay as North America and the Caribbean before 1820)
   dates at least to the 1930s, but only in the past decade or so have
   historians focused on disability, spawning the burgeoning subfield of
   early American disability history. Inspired by disability rights
   activism and the discipline of disability studies, scholars in the field
   approach disability as a historically variable and ever-nuanced category
   akin to gender, race, and class. Departing from earlier scholarship that
   viewed impairment as a health condition best resolved by social welfare
   and medicine, recent works meld analysis of the concept of disability
   and its influence on structures of power with a commitment to recovering
   the lives and experiences of impaired people. This essay examines two
   areas of new research in the field of early American disability history:
   (a) disability in law and government and (b) disability and slavery. The
   essay also discusses recent works that have pushed the theoretical
   bounds of the field, using analytical strategies that blend past and
   present, foreground language, and question the concept of disability
   itself.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Daen, L (Reprint Author), Omohundro Inst Early Amer Hist \& Culture, POB 8781, Williamsburg, VA 23187 USA.
   Daen, Laurel, Omohundro Inst Early Amer Hist \& Culture, POB 8781, Williamsburg, VA 23187 USA.}},
DOI = {{10.1111/hic3.12528}},
Article-Number = {{e12528}},
ISSN = {{1478-0542}},
Keywords-Plus = {{SLAVERY; IDIOCY; POWER}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{lrdaen@wm.edu}},
ORCID-Numbers = {{Daen, Laurel/0000-0003-4725-9733}},
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Number-of-Cited-References = {{80}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{History Compass}},
Doc-Delivery-Number = {{HU2OO}},
Unique-ID = {{ISI:000465110900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000463734100002,
Author = {Abrams, Thomas and Setchell, Jenny and Thille, Patricia and Mistry,
   Bhavnita and Gibson, Barbara E.},
Title = {{Affect, intensity, and moral assemblage in rehabilitation practice}},
Journal = {{BIOSOCIETIES}},
Year = {{2019}},
Volume = {{14}},
Number = {{1}},
Pages = {{23-45}},
Month = {{APR}},
Abstract = {{This paper uses the philosophy of Deleuze and Guattari to explore how
   disability is organized in the clinical setting, focusing on young men
   with muscular dystrophies. The authors of Capitalism and Schizophrenia
   present a robust philosophy of affect, used in three ways. First, they
   allow us to trace the interaction of bodies (natural, social, material
   or otherwise) in the clinical space. Second, Deleuze and Guattari
   provide a philosophy of intensity. We use this to explore the emotional
   intensities surrounding progressive disability in the clinical space.
   Finally, we argue that affective philosophy allows us to explore spaces
   of morality and obligation, among patients, parents, and practitioners,
   alike. Each facet is grounded in ethnographic data. The paper ends
   looking into disability studies' critiques of medicalization and
   capitalism, in relation to critical rehabilitation science. Disability
   studies and critical rehabilitation science are steeped in affect. There
   is, however, much more work to do, in tandem.}},
Publisher = {{PALGRAVE MACMILLAN LTD}},
Address = {{BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abrams, T (Reprint Author), Dalhousie Univ, Dept Sociol \& Social Anthropol, Room 2026,Mar McCain Arts \& Social Sci Bldg, Halifax, NS B3H 4R2, Canada.
   Abrams, Thomas, Dalhousie Univ, Dept Sociol \& Social Anthropol, Room 2026,Mar McCain Arts \& Social Sci Bldg, Halifax, NS B3H 4R2, Canada.
   Setchell, Jenny, Univ Queensland, St Lucia, Qld, Australia.
   Setchell, Jenny, Univ Toronto, Toronto, ON, Canada.
   Thille, Patricia; Mistry, Bhavnita, Univ Toronto, Wilson Ctr, Toronto, ON, Canada.
   Gibson, Barbara E., Univ Toronto, Dept Phys Therapy, Toronto, ON, Canada.}},
DOI = {{10.1057/s41292-018-0115-2}},
ISSN = {{1745-8552}},
EISSN = {{1745-8560}},
Keywords = {{Disability; Deleuze and Guattari; Affect; Morality; Assemblage;
   Rehabilitation}},
Keywords-Plus = {{SOCIAL MODEL; DISABILITY; HEALTH}},
Research-Areas = {{Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Social Sciences, Biomedical}},
Author-Email = {{thomasm1abrams@gmail.com}},
ResearcherID-Numbers = {{Gibson, Barbara E/E-3797-2013}},
ORCID-Numbers = {{Gibson, Barbara E/0000-0003-0429-8679}},
Cited-References = {{Barad K, 2003, SIGNS, V28, P801, DOI 10.1086/345321.
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Number-of-Cited-References = {{38}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{BioSocieties}},
Doc-Delivery-Number = {{HS3AI}},
Unique-ID = {{ISI:000463734100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000462857500003,
Author = {Halliday, Mark H. and Garcia, Alessandra N. and Amorim, Anita B. and
   Machado, Gustavo C. and Hayden, Jill A. and Pappas, Vangelos and
   Ferreira, Paulo H. and Hancock, Mark J.},
Title = {{Treatment Effect Sizes of Mechanical Diagnosis and Therapy for Pain and
   Disability in Patients With Low Back Pain: A Systematic Review}},
Journal = {{JOURNAL OF ORTHOPAEDIC \& SPORTS PHYSICAL THERAPY}},
Year = {{2019}},
Volume = {{49}},
Number = {{4}},
Pages = {{219+}},
Month = {{APR}},
Abstract = {{BACKGROUND: Mechanical Diagnosis and Therapy (MDT) is a treatment-based
   classification system founded on 3 core principles: classification into
   diagnostic syndromes, classification-based intervention, and appropriate
   application of force. Many randomized controlled trials have
   investigated the efficacy of MDT for low back pain; however, results
   have varied. The inconsistent delivery of MDT across trials may explain
   the different findings.
   OBJECTIVES: To compare treatment effect sizes for pain or disability
   between trials that delivered MDT consistent with the core principles of
   the approach and trials that met some or none of these principles.
   METHODS: In this systematic review, databases were searched from
   inception to June 2018 for studies that delivered MDT compared to
   nonpharmacological, conservative control interventions in patients with
   low back pain and reported outcomes of pain or disability. Studies were
   classified as ``adherent{''} (meeting the core principles of MDT) or
   ``nonadherent{''} (using some or none of the principles of MDT). Data
   were extracted by 2 independent reviewers. Meta-regression procedures
   were used to analyze the effect of delivery mode on clinical outcomes,
   adjusting for covariates of symptom duration (less than or greater than
   3 months) and control intervention (minimal or active).
   RESULTS: Studies classified as adherent to the MDT approach showed
   greater reductions in pain and disability of 15.0 (95\% confidence
   interval: 73, 22.7) and 11.7 (95\% confidence interval: 5.4, 18.0)
   points, respectively, on a 100-point scale compared to nonadherent
   trials.
   CONCLUSION: This review provides preliminary evidence that treatment
   effects of MDT are greater when the core principles are followed.}},
Publisher = {{J O S P T}},
Address = {{1111 NORTH FAIRFAX ST, STE 100, ALEXANDRIA, VA 22314-1436 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Halliday, MH (Reprint Author), Concord Repatriat Gen Hosp, Dept Physiotherapy, Hosp Rd, Concord, NSW 2139, Australia.
   Halliday, Mark H., Concord Repatriat Gen Hosp, Dept Physiotherapy, Hosp Rd, Concord, NSW 2139, Australia.
   Halliday, Mark H.; Amorim, Anita B.; Pappas, Vangelos; Ferreira, Paulo H., Univ Sydney, Fac Hlth Sci, Discipline Physiotherapy, Lidcombe, Australia.
   Garcia, Alessandra N., Duke Univ, Div Phys Therapy, Durham, NC USA.
   Garcia, Alessandra N., Duke Univ, Div Orthopaed Surg, Durham, NC USA.
   Machado, Gustavo C., Univ Sydney, Fac Med \& Hlth, Sch Publ Hlth, Camperdown, NSW, Australia.
   Hayden, Jill A., Dalhousie Univ, Fac Med, Dept Community Hlth \& Epidemiol, Halifax, NS, Canada.
   Hancock, Mark J., Macquarie Univ, Fac Med \& Hlth Sci, N Ryde, NSW, Australia.}},
DOI = {{10.2519/jospt.2019.8734}},
ISSN = {{0190-6011}},
EISSN = {{1938-1344}},
Keywords = {{centralization; directional preference; extension exercises; lumbar
   spine; MDT}},
Keywords-Plus = {{RANDOMIZED CONTROLLED-TRIAL; MCKENZIE METHOD; IMPORTANT DIFFERENCE;
   EXERCISES; STABILIZATION; MANIPULATION; EDUCATION; QUALITY; ADVICE;
   SCALE}},
Research-Areas = {{Orthopedics; Rehabilitation; Sport Sciences}},
Web-of-Science-Categories  = {{Orthopedics; Rehabilitation; Sport Sciences}},
Author-Email = {{burchday@me.com}},
ResearcherID-Numbers = {{Amorim, Anita/Y-6848-2019
   Machado, Gustavo/H-5453-2016
   }},
ORCID-Numbers = {{Amorim, Anita/0000-0001-8932-1561
   Machado, Gustavo/0000-0002-8544-0448
   Hancock, Mark/0000-0002-9277-5377}},
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Number-of-Cited-References = {{49}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Orthop. Sports Phys. Ther.}},
Doc-Delivery-Number = {{HR0ZL}},
Unique-ID = {{ISI:000462857500003}},
DA = {{2020-03-18}},
}

@article{ ISI:000462916000006,
Author = {Stickland, Rachael and Allen, Marek and Magazzini, Lorenzo and Singh,
   Krish D. and Wise, Richard G. and Tomassini, Valentina},
Title = {{Neurovascular Coupling During Visual Stimulation in Multiple Sclerosis:
   A MEG-fMRI Study}},
Journal = {{NEUROSCIENCE}},
Year = {{2019}},
Volume = {{403}},
Number = {{SI}},
Pages = {{54-69}},
Month = {{APR 1}},
Abstract = {{The process of neurovascular coupling ensures that increases in neuronal
   activity are fed by increases in cerebral blood flow. Evidence suggests
   that neurovascular coupling may be impaired in Multiple Sclerosis (MS)
   due to a combination of brain hypoperfusion, altered cerebrovascular
   reactivity and oxygen metabolism, and altered levels of vasoactive
   compounds. Here, we tested the hypothesis that neurovascular coupling is
   impaired in MS. We characterized neurovascular coupling as the
   relationship between changes in neuronal oscillatory power within the
   gamma frequency band (30-80 Hz), as measured by magnetoencephalography
   (MEG), and associated hemodynamic changes (blood oxygenation level
   dependent, BOLD, and cerebral blood flow, CBF) as measured by functional
   MRI. We characterized these responses in the visual cortex in 13 MS
   patients and in 10 matched healthy controls using a reversing
   checkerboard stimulus at five visual contrasts. There were no
   significant group differences in visual acuity, P100 latencies,
   occipital gray matter (GM) volumes and baseline CBF. However, in the MS
   patients we found a significant reduction in peak gamma power, BOLD and
   CBF responses. There were no significant differences in neurovascular
   coupling between groups, in the visual cortex. Our results suggest that
   neuronal and vascular responses are altered in MS. Gamma power reduction
   could be an indicator of GM dysfunction, possibly mediated by GABAergic
   changes. Altered hemodynamic responses confirm previous reports of a
   vascular dysfunction in MS. Despite altered neuronal and vascular
   responses, neurovascular coupling appears to be preserved in MS, at
   least within the range of damage and disability studied here.
   This article is part of a Special Issue entitled: Non-invasive MRI
   Windows on Brain Inflammation. (C) 2018 The Authors. Published by
   Elsevier Ltd on behalf of IBRO.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Tomassini, V (Reprint Author), Cardiff Univ, Brain Res Imaging Ctr CUBRIC, Sch Psychol, Maindy Rd, Cardiff CF24 4HQ, S Glam, Wales.
   Stickland, Rachael; Allen, Marek; Magazzini, Lorenzo; Singh, Krish D.; Wise, Richard G.; Tomassini, Valentina, Cardiff Univ, Brain Res Imaging Ctr CUBRIC, Sch Psychol, Maindy Rd, Cardiff CF24 4HQ, S Glam, Wales.
   Tomassini, Valentina, Cardiff Univ, Univ Hosp Wales, Inst Psychol Med \& Clin Neurosci, Sch Med, Heath Pk, Cardiff CF14 4XN, S Glam, Wales.}},
DOI = {{10.1016/j.neuroscience.2018.03.018}},
ISSN = {{0306-4522}},
EISSN = {{1873-7544}},
Keywords = {{Multiple Sclerosis; neurovascular coupling; functional MRI; cerebral
   blood flow; magnetoencephalography; visual function}},
Keywords-Plus = {{BRAIN VOLUME CHANGES; CEREBRAL-BLOOD-FLOW; GAMMA-FREQUENCY; LUMINANCE
   CONTRAST; NEURAL BASIS; OSCILLATIONS; ROBUST; BOLD; SYNCHRONIZATION;
   MECHANISMS}},
Research-Areas = {{Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Neurosciences}},
Author-Email = {{tomassiniv@cardiff.ac.uk}},
ORCID-Numbers = {{Stickland, Rachael/0000-0003-3398-4272
   Singh, Krishna/0000-0002-3094-2475}},
Funding-Acknowledgement = {{Cardiff University President's Research Scholarship; Wellcome
   TrustWellcome Trust; Higher Education Funding Council for WalesHigher
   Education Funding Council for England; MRC UK MEG Partnership Grant
   {[}MR/K005464/]}},
Funding-Text = {{This work was supported by Cardiff University President's Research
   Scholarship (author MA), The Wellcome Trust - Studentship (author RS),
   the Higher Education Funding Council for Wales (authors RW and VT), and
   the MRC UK MEG Partnership Grant (MR/K005464/ - author LM).}},
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Number-of-Cited-References = {{92}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Neuroscience}},
Doc-Delivery-Number = {{HR1ST}},
Unique-ID = {{ISI:000462916000006}},
OA = {{Green Published, Green Accepted, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000461791600001,
Author = {Miller, Elisabeth L.},
Title = {{Negotiating Communicative Access in Practice: A Study of a Memoir Group
   for People With Aphasia}},
Journal = {{WRITTEN COMMUNICATION}},
Year = {{2019}},
Volume = {{36}},
Number = {{2}},
Pages = {{197-230}},
Month = {{APR}},
Abstract = {{Resulting from stroke or brain injury, aphasia affects individuals'
   ability to produce and comprehend language, but it also creates profound
   social changes, limiting individuals' opportunities to communicate or to
   be seen as capable of communication. To address these challenges, the
   field of communicative sciences and disorders (CSD) has sought to ensure
   ``communicative access{''} by reducing barriers to communication. This
   article, through an analysis of the communicative practices of
   participants in a memoir group for people with aphasia, develops a
   nuanced conception of communicative access as a process of negotiation
   across individuals and modes and not just as a process of reducing
   barriers. The study shows, specifically, that rather than the mere
   presence of multiple semiotic resources enabling communicative access,
   individuals enact access by flexibly shifting between modes to take
   advantage of various kinds of affordances that best suit their needs.
   This willingness to use modes in atypical or nonnormative ways
   importantly challenges the very idea of ``normal{''} communication. The
   theory of communicative access developed in this article melds (a) a CSD
   understanding of communication as social and tied inextricably to
   identity with (b) a disability studies conception of access as an
   ongoing, negotiated process and with (c) a writing studies emphasis on
   literate, communicative activity as complexly layered, distributed,
   negotiated, and (multi)semiotic.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Miller, EL (Reprint Author), Univ Nevada, Dept English, Frandsen Humanities, Reno, NV 89557 USA.
   Miller, Elisabeth L., Univ Nevada, Dept English, Reno, NV 89557 USA.}},
DOI = {{10.1177/0741088318823210}},
ISSN = {{0741-0883}},
EISSN = {{1552-8472}},
Keywords = {{writing and aphasia; communicative access; disability studies;
   multimodal composition}},
Keywords-Plus = {{SUPPORTED CONVERSATION; ADULTS; RESOURCES; IDENTITY; CONTEXT; TEXT}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{elisabethmiller@unr.edu}},
Cited-References = {{Alexander Kara Poe, 2015, Computers and Composition, V36, P32, DOI 10.1016/j.compcom.2015.04.001.
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Number-of-Cited-References = {{59}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Writ. Commun.}},
Doc-Delivery-Number = {{HP6KA}},
Unique-ID = {{ISI:000461791600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000463957700001,
Author = {Be, Ana},
Title = {{Disabled people and subjugated knowledges: new understandings and
   strategies developed by people living with chronic conditions}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{9-10}},
Pages = {{1334-1352}},
Month = {{NOV 26}},
Abstract = {{This article provides a contribution to our understanding of the
   knowledges and strategies developed by people living with chronic
   illnesses, based on an empirical study with this population in England
   and Portugal. The article begins by mapping out the debates in
   disability studies which have focused on embodiment. It continues by
   arguing that disabled people constantly have to negotiate codes about
   the body based on normative notions of the body, which I term normative
   corporality. The main themes arising from participants' accounts are
   then identified and discussed. The article ends by arguing that the
   knowledges and strategies developed by disabled people are often not
   noticed or are devalued as we tend to value knowledges of the body that
   come from established systems of knowledge, or from bodies our society
   deem normative. Thus, disabled people's knowledges can be conceptualized
   as subjugated knowledges.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Be, A (Reprint Author), Liverpool Hope Univ, Ctr Culture \& Disabil Studies, Liverpool, Merseyside, England.
   Be, Ana, Liverpool Hope Univ, Ctr Culture \& Disabil Studies, Liverpool, Merseyside, England.}},
DOI = {{10.1080/09687599.2019.1596785}},
Early Access Date = {{MAR 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Chronic illness; embodied knowledge; subjugated knowledges; strategies}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{pereira@hope.ac.uk}},
ORCID-Numbers = {{Be, Ana/0000-0003-2908-7851}},
Funding-Acknowledgement = {{Portuguese Foundation for Science and TechnologyPortuguese Foundation
   for Science and Technology {[}SFRH/BD/45970/2008]}},
Funding-Text = {{This work was supported by the Portuguese Foundation for Science and
   Technology {[}Grant SFRH/BD/45970/2008].}},
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Number-of-Cited-References = {{53}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{KG1CZ}},
Unique-ID = {{ISI:000463957700001}},
DA = {{2020-03-18}},
}

@article{ ISI:000463975800001,
Author = {Bannink, Femke and Nalugya, Ruth and van Hove, Geert},
Title = {{`They Give Him a Chance'- Parents' Perspectives on Disability and
   Inclusive Primary Education in Uganda}},
Journal = {{INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}},
Abstract = {{Inclusive education interventions in low-income countries are dominated
   by definitions and frameworks from disability studies and educational
   research scholars from high-income countries. Disability studies
   scholars have argued for valuing diverse understandings and a different
   discourse when studying disability and inclusion in low-income
   countries. In this paper, we explore the meaning of belonging and
   inclusion to parents of children with disabilities in central Uganda.
   Through case study analysis we aim to give alternative starting points
   for inclusive primary education programmes. We explore the themes
   `missing parts', the `ability to manage', `belonging to a family', and
   `being given a chance' as key concepts of disability and inclusion. We
   argue not to translate parents' descriptions into international
   categories and framework, but to reflect on the larger and underlying
   meaning of the concepts to form a more culturally embedded and relevant
   starting point of education for all. We propose to address the gaps of
   the postcolonial education system that has taken teachers' and families'
   away from the concept of `obuntu bulamu', and focus interventions on
   re-creating this togetherness and value the strength of concepts of
   belonging and caring for each other.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Early Access}},
Language = {{English}},
Affiliation = {{Bannink, F (Reprint Author), Univ Ghent, Fac Psychol \& Educ Sci, Ghent, Belgium.
   Bannink, F (Reprint Author), MRC, Uganda Virus Res Inst, Entebbe, Uganda.
   Bannink, F (Reprint Author), London Sch Hyg \& Trop Med, Uganda Res Unit, Entebbe, Uganda.
   Bannink, Femke; van Hove, Geert, Univ Ghent, Fac Psychol \& Educ Sci, Ghent, Belgium.
   Bannink, Femke; Nalugya, Ruth, MRC, Uganda Virus Res Inst, Entebbe, Uganda.
   Bannink, Femke; Nalugya, Ruth, London Sch Hyg \& Trop Med, Uganda Res Unit, Entebbe, Uganda.}},
DOI = {{10.1080/1034912X.2019.1593326}},
Early Access Date = {{MAR 2019}},
ISSN = {{1034-912X}},
EISSN = {{1465-346X}},
Keywords = {{Africa; belonging; children; disability; families; inclusive education;
   recognition; ubuntu; Uganda}},
Keywords-Plus = {{SPINA-BIFIDA; CHILDREN; FAMILIES; RESILIENCE; KNOWLEDGE; BELIEFS;
   POVERTY; AFRICAN}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{femke.bannink@ugent.be}},
ResearcherID-Numbers = {{Bannink, Femke/AAE-9715-2020
   }},
ORCID-Numbers = {{Bannink, Femke/0000-0001-6436-3431}},
Funding-Acknowledgement = {{International Federation of Spina Bifida and Hydrocephalus}},
Funding-Text = {{This work was supported by the International Federation of Spina Bifida
   and Hydrocephalus.}},
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Number-of-Cited-References = {{71}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Int. J. Disabil. Dev. Educ.}},
Doc-Delivery-Number = {{HS6JE}},
Unique-ID = {{ISI:000463975800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000465742600001,
Author = {Hernandez-Saca, David and Adell Cannon, Mercedes},
Title = {{Interrogating disability epistemologies: towards collective dis/ability
   intersectional emotional, affective and spiritual autoethnographies for
   healing}},
Journal = {{INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION}},
Year = {{2019}},
Volume = {{32}},
Number = {{3}},
Pages = {{243-262}},
Month = {{MAR 16}},
Abstract = {{Special education labeling ignores historical, emotional, spiritual,
   sociocultural effects of labeling Black and Brown students with
   disabilities. Utilizing critical disability studies, critical race
   theory and spiritual paradigm, we interrogate construction and
   expression of differences of Learning Disability and Speech and Language
   Impairment. We asked: How does being labeled with a special education
   disability category, as Black and Brown people impact emotional,
   affective, and spiritual development in and around schools? Reminded
   about our disability labels relationship to (re)production of racism and
   ableism, our counter-narratives deconstruct the normativity of racism
   and ableism in and around schools. Our findings illuminated how emotion,
   affect and spirituality played a role in our intersectional oppressions
   and non-normative construction of our differences. We call for
   collective emotional, affective and spiritual autoethnographies for
   change at the nexus of special education labeling and
   intersectionalities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hernandez-Saca, D (Reprint Author), Univ Northern Iowa, Dept Special Educ Special Educ, Cedar Falls, IA 50614 USA.
   Hernandez-Saca, David, Univ Northern Iowa, Dept Special Educ Special Educ, Cedar Falls, IA 50614 USA.
   Adell Cannon, Mercedes, Indiana Univ Purdue Univ, Indianapolis Urban Educ Studies Program, Indianapolis, IN 46202 USA.}},
DOI = {{10.1080/09518398.2019.1576944}},
Early Access Date = {{MAR 2019}},
ISSN = {{0951-8398}},
EISSN = {{1366-5898}},
Keywords = {{Collective autoethnography; high-incidence disabilities; emotionality
   and affect; spiritual paradigm; critical disability studies}},
Keywords-Plus = {{LEARNING-DISABILITIES; LANGUAGE; RACE; RACIALIZATION; LITERACY; CULTURE;
   SPEECH; VOICE; FIELD}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{davidhernandez-saca@uni.edu}},
ORCID-Numbers = {{Cannon, Mercedes/0000-0002-9956-2112}},
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Number-of-Cited-References = {{79}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Qual. Stud. Educ.}},
Doc-Delivery-Number = {{HX9HD}},
Unique-ID = {{ISI:000465742600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000484093500004,
Author = {Zuber, William James and Webber, Colin},
Title = {{Self-advocacy and self-determination of autistic students: a review of
   the literature}},
Journal = {{ADVANCES IN AUTISM}},
Year = {{2019}},
Volume = {{5}},
Number = {{2}},
Pages = {{107-116}},
Month = {{MAR 21}},
Abstract = {{Purpose The purpose of this paper is to examine current research on
   self-advocacy and self-determination of autistic students in order to
   provide an overview of the research and to critically evaluate
   researcher's methods of inclusivity of autistic people. Additionally,
   this paper will critically analyse the discourse of the current research
   to assess the extent of deficit, stigma and pathology discourse.
   Design/methodology/approach Research will be selected from a list of
   criteria which is to seek research that is inclusive of autistic people.
   The research will be analysed using elements of critical discourse
   analysis, critical disability studies and critical autism studies. The
   critical autism studies approach used in this paper is emancipatory to
   promote autistic scholarship, autistic inclusivity and autistic led
   research methods.
   Findings The result of this paper is that by prioritising, and including
   autistic individuals in the studies about them provides valuable
   educational insights and often challenges assumptions, stigmas and
   stereotypes of autistic individuals.
   Research limitations/implications The findings of the paper may be
   limited by the selection of literature reviewed and generalizability,
   therefore, researchers are encouraged to explore further.
   Practical implications This paper holds potential implications that
   question the consistency of current discourse and research into
   self-advocacy for autistic individuals in addition to providing
   effective research, teaching and support strategies based on insight.
   This paper also highlights some research that challenges assumptions of
   autistic individuals.
   Social implications This paper challenges assumptions and stigmas
   associated with autistic individuals and demonstrates the importance of
   self-advocacy and self-determination. This research transforms the
   paradigm of autism and education practice that has the potential to
   improve autistic individuals' education and ultimately, improve their
   lives.
   Originality/value This research is important and valuable as there is
   limited research in this area. The potential of this research is that it
   can shift the broad perceptions of autism and make improvements in
   education and autistic individuals lives.}},
Publisher = {{EMERALD GROUP PUBLISHING LTD}},
Address = {{HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Zuber, WJ (Reprint Author), SAE Creat Media Inst, Dept Animat \& Design, West End, Australia.
   Zuber, William James, SAE Creat Media Inst, Dept Animat \& Design, West End, Australia.
   Webber, Colin, SAE Creat Media Inst, West End, Australia.}},
DOI = {{10.1108/AIA-02-2018-0005}},
ISSN = {{2056-3868}},
Keywords = {{Autism; Self-determination; Pedagogy; Self-advocacy}},
Keywords-Plus = {{SPECTRUM DISORDER; EDUCATION; INDIVIDUALS; EXPERIENCES; ASD; CHILDREN;
   PARENTS; VOICES; YOUTH}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Developmental}},
Author-Email = {{billzuber@gmail.com}},
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Number-of-Cited-References = {{40}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{6}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Adv. Autism}},
Doc-Delivery-Number = {{IV2FQ}},
Unique-ID = {{ISI:000484093500004}},
DA = {{2020-03-18}},
}

@article{ ISI:000463503100001,
Author = {Goodley, Dan and Lawthom, Rebecca and Liddiard, Kirsty and
   Runswick-Cole, Katherine},
Title = {{Provocations for Critical Disability Studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{6}},
Pages = {{972-997}},
Month = {{JUL 3}},
Abstract = {{This article posits a number of provocations for scholars and
   researchers engaged with Critical Disability Studies. We summarise some
   of the analytical twists and turns occurring over the last few years
   that create a number of questions and concerns. We begin by introducing
   Critical Disability Studies; describing it as an interdisciplinary field
   of scholarship building on foundational disability studies theories.
   Critical Disability Studies scholarship is being produced at an
   exponential rate and we assert that we need to take pause for thought.
   We lay out five provocations to encourage reflection and debate: what is
   the purpose of Critical Disability Studies; how inclusive is Critical
   Disability Studies; is disability the object or subject of studies; what
   matters or gets said about disability; and how can we attend to
   disability and ability? We conclude by making a case for a reflexive and
   politicised Critical Disability Studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Goodley, D (Reprint Author), Univ Sheffield, Sch Educ, Sheffield, S Yorkshire, England.
   Goodley, Dan; Liddiard, Kirsty; Runswick-Cole, Katherine, Univ Sheffield, Sch Educ, Sheffield, S Yorkshire, England.
   Lawthom, Rebecca, Manchester Metropolitan Univ, Manchester, Lancs, England.}},
DOI = {{10.1080/09687599.2019.1566889}},
Early Access Date = {{MAR 2019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Critical Disability Studies; theory; materialism; poststructuralism;
   ownership}},
Keywords-Plus = {{ADAPTED-PHYSICAL-ACTIVITY; SCIENCE-AND-TECHNOLOGY; SOCIAL MODEL; PEOPLE;
   WORK; SOCIOLOGY; POSTHUMAN; DEATH}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{d.goodley@sheffield.ac.uk}},
ResearcherID-Numbers = {{Goodley, Dan/K-1391-2014}},
ORCID-Numbers = {{Runswick-Cole, Katherine/0000-0001-9658-9718
   Goodley, Dan/0000-0002-0660-5671}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC)}},
Funding-Text = {{The authors would like to thank and acknowledge the Economic and Social
   Research Council for the funding of the research on which this article
   partly draws.}},
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Number-of-Cited-References = {{154}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{ID8KI}},
Unique-ID = {{ISI:000463503100001}},
OA = {{Green Accepted, Bronze, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000468229400004,
Author = {Swartz, Leslie and Marchetti-Mercer, Maria},
Title = {{Migration, technology and care: what happens to the body?}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{3}},
Pages = {{407-420}},
Month = {{MAR 16}},
Abstract = {{Migration is a social phenomenon impacting upon family life and
   conceptualisations of care. Simultaneously, technological advances allow
   families to stay connected. Care issues in the context of disability and
   aging may affect family relationships and how families develop. What is
   little understood is how these issues in migrant families affect a
   family life course'. We use the case of a South African family with a
   daughter who is deaf and has other impairments. We argue that when
   communication is foregrounded and other, embodied, aspects of family
   care are relegated to the background, we lose the opportunity to
   understand family care patterns. We relate our discussion to broader
   theoretical questions regarding the body and care in disability studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Swartz, L (Reprint Author), Stellenbosch Univ, Alan J Flisher Ctr Publ Mental Hlth, Dept Psychol, Stellenbosch, South Africa.
   Swartz, Leslie, Stellenbosch Univ, Alan J Flisher Ctr Publ Mental Hlth, Dept Psychol, Stellenbosch, South Africa.
   Marchetti-Mercer, Maria, Univ Witwatersrand, Sch Human \& Community Dev, Dept Psychol, Johannesburg, South Africa.}},
DOI = {{10.1080/09687599.2018.1519409}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability; migration; technology; care; ageing}},
Keywords-Plus = {{TRANSNATIONAL FAMILIES; SOCIAL MODEL; COPRESENCE; DISABILITY; PEOPLE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Lswartz@sun.ac.za}},
ResearcherID-Numbers = {{Swartz, Leslie/A-5168-2008
   }},
ORCID-Numbers = {{Swartz, Leslie/0000-0003-1741-5897
   Marchetti-Mercer, Maria/0000-0002-6630-5021}},
Funding-Acknowledgement = {{National Research Foundation {[}MARC015]}},
Funding-Text = {{This work was supported by the National Research Foundation {[}Grant
   Number MARC015].}},
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Number-of-Cited-References = {{32}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HY6GX}},
Unique-ID = {{ISI:000468229400004}},
DA = {{2020-03-18}},
}

@article{ ISI:000468229400005,
Author = {Waldschmidt, Anne and Sepulchre, Marie},
Title = {{Citizenship: reflections on a relevant but ambivalent concept for
   persons with disabilities}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{3}},
Pages = {{421-448}},
Month = {{MAR 16}},
Abstract = {{This article examines the significance of citizenship with respect to
   disability. The article first highlights the idea of citizenship as
   social contract'. This means the possession of civil, political,
   economic, cultural and social rights as well as the exercise of duties
   in society. Due to societal barriers, many disabled persons have
   difficulties fulfilling citizenship roles. Further, this article draws
   on citizenship theories; it examines three types of citizenship
   participation - the social citizen, the autonomous citizen and the
   political citizen - and discusses their promises and ableist
   implications. To counterbalance the exclusionary aspects of citizenship,
   we argue that human rights prove important. At the same time, human
   rights are more easily proclaimed than enforced and citizenship remains
   a precondition for effectively implementing human rights. The article
   concludes that citizenship is a relevant but also ambivalent concept
   when it comes to disability; it calls for a critical understanding of
   citizenship in Disability Studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Waldschmidt, A (Reprint Author), Univ Cologne, Dept Special Educ \& Rehabil, IDiS Int Res Unit Disabil Studies, Fac Human Sci, Cologne, Germany.
   Waldschmidt, Anne, Univ Cologne, Dept Special Educ \& Rehabil, IDiS Int Res Unit Disabil Studies, Fac Human Sci, Cologne, Germany.
   Sepulchre, Marie, Uppsala Univ, Dept Sociol, Uppsala, Sweden.}},
DOI = {{10.1080/09687599.2018.1543580}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{citizenship; political theory; disability policy; human rights;
   nationality}},
Keywords-Plus = {{DISABLED PEOPLE; UNITED-NATIONS; ASYLUM SEEKERS; UN CONVENTION; RIGHTS;
   CHALLENGES; CONSTRUCTION; IMMIGRATION; EXPERIENCES; MEANINGFUL}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{anne.waldschmidt@uni-koeln.de}},
ResearcherID-Numbers = {{Sepulchre, Marie/N-6630-2014
   }},
ORCID-Numbers = {{Sepulchre, Marie/0000-0002-0375-097X
   Waldschmidt, Anne/0000-0002-7371-3031}},
Funding-Acknowledgement = {{European Union's Seventh Framework Programme for research, technological
   development and demonstrationEuropean Union (EU) {[}320079]}},
Funding-Text = {{This article owes much to the authors' involvement in the research
   consortium `DISCIT -Making Persons with Disabilities Full Citizens - New
   Knowledge for an Inclusive and Sustainable Social Model' (2013-2016),
   funded by the European Union's Seventh Framework Programme for research,
   technological development and demonstration under grant agreement number
   320079. The authors are grateful to the project partners from nine
   European countries. Thanks also go to the two anonymous reviewers for
   their constructive remarks on the first version of this text. Special
   thanks go to Curie L. Lee, Cologne.}},
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Number-of-Cited-References = {{139}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HY6GX}},
Unique-ID = {{ISI:000468229400005}},
DA = {{2020-03-18}},
}

@article{ ISI:000468229400006,
Author = {Jenks, Andrew},
Title = {{Crip theory and the disabled identity: why disability politics needs
   impairment}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{3}},
Pages = {{449-469}},
Month = {{MAR 16}},
Abstract = {{This article highlights the importance of recognizing both the ontology
   of impairment as it relates to the creation of the disabled identity as
   well as why articulations of the disabled identity being crip' obfuscate
   potential politics. Examining how the disabled identity has been cast as
   a coherent social and political category, rather than the messy and
   complicated identity it truly is, I argue the adoption of a
   post-structuralist orientation by activists and advocates is bad for
   disability politics. Providing two examples, the first focusing on a
   publicized rape case of a person with an intellectual disability and the
   second on the importance of disability rights claims based on visibility
   of impairment, I show how articulations like those made in crip theory
   can have serious, negative implications for the lived experience of
   people with disabilities. I conclude with a call for disability studies
   scholars to engage disability politics in their work.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jenks, A (Reprint Author), Univ Delaware, Polit Sci \& Int Relat, Newark, NJ 19716 USA.
   Jenks, Andrew, Univ Delaware, Polit Sci \& Int Relat, Newark, NJ 19716 USA.}},
DOI = {{10.1080/09687599.2018.1545116}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability politics; crip theory; impairment; identity politics}},
Keywords-Plus = {{SEXUAL ASSAULT; JUSTICE; PEOPLE; WOMEN}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{ajenks@udel.edu}},
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Number-of-Cited-References = {{67}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HY6GX}},
Unique-ID = {{ISI:000468229400006}},
DA = {{2020-03-18}},
}

@article{ ISI:000468229400013,
Author = {Fovet, Frederic},
Title = {{Pedagogy, disability and communication. Applying disability studies in
   the classroom}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{3}},
Pages = {{510-512}},
Month = {{MAR 16}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Fovet, F (Reprint Author), Royal Rd Univ, Sch Educ \& Technol, Victoria, BC, Canada.
   Fovet, Frederic, Royal Rd Univ, Sch Educ \& Technol, Victoria, BC, Canada.}},
DOI = {{10.1080/09687599.2018.1563989}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Frederic.Fovet@royalroads.ca}},
Cited-References = {{Jeffress MS, 2017, INTERD DISABIL STUD, P1.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HY6GX}},
Unique-ID = {{ISI:000468229400013}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000467716900008,
Author = {Thorius, Kathleen A. K.},
Title = {{Facilitating en/counters with special education's cloak of benevolence
   in professional learning to eliminate racial disproportionality in
   special education}},
Journal = {{INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION}},
Year = {{2019}},
Volume = {{32}},
Number = {{3}},
Pages = {{323-340}},
Month = {{MAR 16}},
Abstract = {{Despite the U.S. government's funding and provision of technical
   assistance as a prevailing approach to remedy special education racial
   disproportionality, and considerable research on the explanations,
   causes, and frameworks for addressing the phenomenon, there is little
   documentation of research or technical assistance efforts for actually
   doing so. As a white, non-disabled professor and executive director of a
   federally funded Equity Assistance Center, I theorize and offer for
   critique ways I have facilitated (mostly white, non-disabled) educators'
   en/counters with culturally historically embedded systemic and
   individual practices contributing to the construction of special
   education as a cloak of benevolence for white supremacy and ableism.
   Drawing from a theory of expansive learning, I illustrate how purposeful
   introduction of artifacts into the activity system of a technical
   assistance relationship brings educators in contact with contradictions
   between their expressed goals of eliminating disproportionality and
   their pathologization of children's differences at the intersection of
   race and disability.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Thorius, KAK (Reprint Author), Indiana Univ IUPUI, Sch Educ, Great Lakes Equ Ctr, Indianapolis, IN 46202 USA.
   Thorius, Kathleen A. K., Indiana Univ IUPUI, Sch Educ, Indianapolis, IN USA.}},
DOI = {{10.1080/09518398.2019.1576945}},
ISSN = {{0951-8398}},
EISSN = {{1366-5898}},
Keywords = {{Special education racial disproportionality; technical assistance;
   cultural historical activity theory; disability studies in education;
   race}},
Keywords-Plus = {{CULTURALLY SUSTAINING PEDAGOGY; INCLUSIVE EDUCATION; UNIVERSAL DESIGN;
   DISABILITY; INTERVENTIONS; DIFFERENCE; EXCLUSION; ACCOUNTS; EQUITY; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{kkingtho@iupui.edu}},
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Number-of-Cited-References = {{79}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Qual. Stud. Educ.}},
Doc-Delivery-Number = {{HX9HD}},
Unique-ID = {{ISI:000467716900008}},
DA = {{2020-03-18}},
}

@article{ ISI:000467716900009,
Author = {Coomer, M. Nickie},
Title = {{Deconstructing difference and inclusion in educational research:
   reflections on the international journal of qualitative studies in
   education special edition on difference}},
Journal = {{INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION}},
Year = {{2019}},
Volume = {{32}},
Number = {{3}},
Pages = {{341-345}},
Month = {{MAR 16}},
Abstract = {{Disabled and disability studies scholars and activists have challenged
   and are challenging the bio- and necro-politics of disability
   subjectivity through scholarship, art, activism, and online engagement.
   As this edition articulates, difference takes many forms, is
   intersectional, and is often characterized and codified by and through
   educational research. Acknowledging that difference is socially
   constructed poses challenges to the ablenationalism that undergirds not
   only complex systems of schooling, but the educational research on which
   these systems rest.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Coomer, MN (Reprint Author), Indiana Univ IUPUI, Educ, 902 W New York St, Indianapolis, IN 46202 USA.
   Coomer, M. Nickie, Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.}},
DOI = {{10.1080/09518398.2019.1578907}},
ISSN = {{0951-8398}},
EISSN = {{1366-5898}},
Keywords = {{Disabled epistemologies; disability studies in education; educational
   research; critical disability studies}},
Keywords-Plus = {{BEHAVIORAL-DISORDERS; DISABILITY; STUDENTS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mncoomer@iu.edu}},
Cited-References = {{Acevedo SM, 2015, DISABIL SOC, V30, P1127, DOI 10.1080/09687599.2015.1037557.
   Annamma S, 2018, TEACH TEACH EDUC, V73, P70, DOI 10.1016/j.tate.2018.03.008.
   Bell C, 2017, DISABILITY STUDIES READER, 5TH EDITION, P406.
   Dudley-Marling C, 2010, MYTH NORMAL CURVE.
   Gabel SL, 2013, INTELLECT DEV DISAB, V51, P74, DOI 10.1352/1934-9556-51.01.074.
   Gallagher D, 2010, TLS-TIMES LIT SUPPL, P25.
   Goodley D, 2001, DISABIL SOC, V16, P207, DOI 10.1080/09687590120035816.
   Gorman R, 2016, SOMATECHNICS, V6, P249, DOI 10.3366/soma.2016.0194.
   Kauffman J. M., 2018, CHARACTERISTICS EMOT.
   Kauffman JM, 2013, BEHAV DISORDERS, V39, P16.
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   Leonardo Z, 2011, TEACH COLL REC, V113, P2206.
   Linton Simi, 1998, CLAIMING DISABILITY.
   Shakespeare T, 2017, DISABILITY STUDIES READER, 5TH EDITION, P195.
   Snyder Sharon L., 2010, J LIT CULTURAL DISAB, V4, P113, DOI DOI 10.3828/JLCDS.2010.10.}},
Number-of-Cited-References = {{15}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Qual. Stud. Educ.}},
Doc-Delivery-Number = {{HX9HD}},
Unique-ID = {{ISI:000467716900009}},
DA = {{2020-03-18}},
}

@article{ ISI:000454621300006,
Author = {Benedi, Pilar Martinez},
Title = {{Where Racial Meets Neuro Diversity: Pondering ``Who's We{''} in Colson
   Whitehead's The Intuitionist}},
Journal = {{CRITIQUE-STUDIES IN CONTEMPORARY FICTION}},
Year = {{2019}},
Volume = {{60}},
Number = {{2}},
Pages = {{179-190}},
Month = {{MAR 15}},
Abstract = {{This article examines The Intuitionist through the lenses of disability
   studies to complicate prevailing racial readings of the novel. While I
   do not dispute the undeniable racial inflections of the school of
   elevator inspection known as intuitionism, I uncover a less visible
   ``neurodiverse{''} inflection that Whitehead's careful characterization
   of his protagonist's peculiarly different cognitive style intimates. My
   reading accounts for Whitehead's idiosyncratic fascination with material
   objects-in this case, elevators-which I consider beyond their symbolic
   or representational dimension. As I demonstrate, the elevators' very
   material existence and their peculiar relations with intuitionist
   inspectors are, in fact, instrumental in Whitehead's complex depiction
   of neurodiversity. Drawing on autistic memoir and neuroscientific
   research on the autism spectrum, I argue that Whitehead links racial and
   cognitive diversity so as to interrogate exclusivist notions of
   identity.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Benedi, PM (Reprint Author), Via Francesco Caracciolo 4, I-00192 Rome, Italy.
   Benedi, Pilar Martinez, Univ Turin, Turin, Italy.}},
DOI = {{10.1080/00111619.2018.1531819}},
ISSN = {{0011-1619}},
EISSN = {{1939-9138}},
Keywords = {{Colson Whitehead; non-human; neurodiversity; intersectionality;
   post-race}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{p.martinezbenedi@gmail.com}},
ORCID-Numbers = {{MARTINEZ BENEDI, PILAR/0000-0002-8516-7904}},
Cited-References = {{BAGGS A, 2007, MY LANGUAGE.
   Bennett Jane, 2010, VIBRANT MATTER POLIT.
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   Crawford Margo, 2017, BLACK POSTBLACKNESS.
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   Forsberg S, 2012, TRANSITION, P131, DOI 10.2979/transition.109.131.
   Grandin T, 2006, ANIMALS TRANSLATION.
   Grandin Temple, 2006, THINKING PICTURES OT.
   GRATTAN S, 2017, CULT CRIT SPR, P126, DOI DOI 10.5749/CULTURALCRITIQUE.96.2017.0126.
   Huehls Mitchum, 2016, CRITIQUE 21 CENTURY.
   Lukin Josh, 2013, DISABILITY STUDIES R, P308.
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   OTIS L, 2015, RETHINKING THOUGHT I.
   Rothberg Michael, 2007, MULTIDIRECTIONAL MEM.
   Saldivar R, 2013, NARRATIVE, V21, P1.
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   Zournazi M., 2002, HOPE NEW PHILOS CHAN.}},
Number-of-Cited-References = {{26}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Crit.-Stud. Contemp. Fiction}},
Doc-Delivery-Number = {{HG0GP}},
Unique-ID = {{ISI:000454621300006}},
DA = {{2020-03-18}},
}

@article{ ISI:000457990400002,
Author = {Coakley-Fields, Mary R.},
Title = {{Building strong reading muscles: ableist language in a teacher's talk
   about reading}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2019}},
Volume = {{23}},
Number = {{3}},
Pages = {{245-260}},
Month = {{MAR 4}},
Abstract = {{Elementary school teachers are expected to teach reading `inclusively'
   to children with diverse learning needs. Yet, teachers face challenges
   in enacting inclusive practices that socially support children while
   academically engaging and challenging them. The purpose of this study
   was to examine the opportunities for engagement with reading produced
   through a teacher's talk in one `inclusive' fourth grade classroom'. The
   setting for the study was a pre-K-5 public school located in a
   high-poverty neighbourhood of a northeast city of the United States.
   This study combined ethnographic methods and D/discourse analysis to
   explore classroom talk about reading through a sociocultural lens.
   Findings indicated that the teacher's talk, which was largely shaped by
   dominant cultural Discourses circulating through policy, curriculum and
   the school environment, sometimes promoted an ableist ideology through
   its focus on each individual's independent development of `strength' as
   a reader. Moments when ableist language about reading dominated during
   the Reading Workshop seemed to limit the possibilities for students'
   participation in reading and ideas of what counted as successful
   reading. The findings suggest the need to engage K-12 students,
   teachers, and teacher candidates in critical conversations about issues
   related to reading and learning such as strength, struggle, purposes for
   reading, and assessment.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Coakley-Fields, MR (Reprint Author), Manhattanville Coll, 2900 Purchase St, Purchase, NY 10577 USA.
   Coakley-Fields, Mary R., Manhattanville Coll, Dept Literacy \& English Educ, Purchase, NY USA.}},
DOI = {{10.1080/13603116.2018.1432081}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Inclusion; disability studies in education; ableism; reading
   instruction; classroom discourse}},
Keywords-Plus = {{INCLUSIVE EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mary.coakley-fields@mville.edu}},
Cited-References = {{Allington R. L., 2005, READING TODAY, V22, P3.
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Number-of-Cited-References = {{45}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{HK5FL}},
Unique-ID = {{ISI:000457990400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000457990400003,
Author = {Elder, Brent C. and Kuja, Bernard},
Title = {{Going to school for the first time: inclusion committee members
   increasing the number of students with disabilities in primary schools
   in Kenya}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2019}},
Volume = {{23}},
Number = {{3}},
Pages = {{261-279}},
Month = {{MAR 4}},
Abstract = {{This paper is an extension of a prior research project where Kenyan
   primary school teachers began using inclusive education strategies that
   proved beneficial for meeting the needs of diverse primary school
   students. Specifically, this paper highlights a project where these
   inclusive practices were expanded to a second region of western Kenya.
   This expansion of teacher training on inclusive education and critical
   disability studies promoted sustained school- and community-based
   discussions on inclusive education and sensitisation on issues related
   to disability. These practices also led to the development of inclusion
   committees, co-teaching practices, and stimulated the partial
   dissolution of the physical boundaries and categorical distinctions
   between `primary' and `special' schools. In conjunction, all of these
   factors ultimately led to an increase in the number of students with
   disabilities accessing any form of education for the first time.
   Furthermore, such approaches to the development and small-scale
   expansion of a sustainable inclusive education system led to the Kenyan
   government's consideration of the replication of such practices on a
   national scale. As a result of this work in conjunction with a growing
   inclusive network of governmental and non-governmental organisations, a
   national review on special education policy is underway.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Elder, BC (Reprint Author), Rowan Univ, Dept Interdisciplinary \& Inclus Educ, James Hall,201 Mullica Hill Rd, Glassboro, NJ 08028 USA.
   Elder, Brent C., Rowan Univ, Dept Interdisciplinary \& Inclus Educ, James Hall,201 Mullica Hill Rd, Glassboro, NJ 08028 USA.
   Kuja, Bernard, Great Lakes Univ Kisumu, Kisumu, Kenya.}},
DOI = {{10.1080/13603116.2018.1432082}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Inclusive education; inclusion committee; critical disability studies;
   co-teaching; community-based participatory research (CBPR); decolonising
   methodologies}},
Keywords-Plus = {{EDUCATION; ATTITUDES; TEACHERS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{elderb@rowan.edu}},
Funding-Acknowledgement = {{Fulbright Program; Bureau of Educational and Cultural Affairs of the
   United States Department of State}},
Funding-Text = {{This research was supported by a Fulbright Program grant sponsored by
   the Bureau of Educational and Cultural Affairs of the United States
   Department of State and administered by the Institute of International
   Education.}},
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Number-of-Cited-References = {{60}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{HK5FL}},
Unique-ID = {{ISI:000457990400003}},
OA = {{Bronze, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000457990400005,
Author = {Wallace, Derron and Karangwa, Evariste and Bayisenge, Jeannette},
Title = {{`Boys don't rule us': exploring Rwandan girls with disabilities'
   resistance to masculine dominance in school}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2019}},
Volume = {{23}},
Number = {{3}},
Pages = {{297-312}},
Month = {{MAR 4}},
Abstract = {{This paper explores how economically disadvantaged girls with
   disabilities resist masculine domination at Rwanda's largest inclusive
   school, Busengare Secondary. Based on 16 in-depth interviews and 3 focus
   group interviews with Rwandan girls with disabilities, this study draws
   on critical feminist perspectives to examine the subjectivities of girls
   with disabilities marginalised by virtue of their gender, class and
   disability. The findings reveal that girls with disabilities challenge
   the enduring power of masculine domination that seeks to limit their
   leadership and learning in classrooms through two distinct strategies:
   assertive resistance and subversive resistance. At its core, this paper
   exposes gendered structures of dominance among young people with
   disabilities not yet addressed in gender studies and disability studies
   scholarship in Rwanda.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wallace, D (Reprint Author), Brandeis Univ, Dept Sociol \& Educ, 415 S St, Waltham, MA 02453 USA.
   Wallace, Derron, Brandeis Univ, Dept Sociol \& Educ, 415 S St, Waltham, MA 02453 USA.
   Karangwa, Evariste, Univ Rwanda, Coll Educ, Dept Special \& Inclus Educ, Kigali, Rwanda.
   Bayisenge, Jeannette, Univ Rwanda, Ctr Gender Studies, Kigali, Rwanda.}},
DOI = {{10.1080/13603116.2018.1433725}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Politics of education; disability; inclusive education; girls education;
   social inequality}},
Keywords-Plus = {{GENDER EQUALITY; EDUCATION; INTERSECTIONALITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{dwallace@brandeis.edu}},
ORCID-Numbers = {{Bayisenge, Jeannette/0000-0002-8936-1982}},
Funding-Acknowledgement = {{Gates Cambridge Trust}},
Funding-Text = {{This work was supported by The Gates Cambridge Trust.}},
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Number-of-Cited-References = {{51}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{HK5FL}},
Unique-ID = {{ISI:000457990400005}},
DA = {{2020-03-18}},
}

@article{ ISI:000455922200002,
Author = {Martinez-Alvarez, Patricia},
Title = {{Dis/ability labels and emergent bilingual children: current research and
   new possibilities to grow as bilingual and biliterate learners}},
Journal = {{RACE ETHNICITY AND EDUCATION}},
Year = {{2019}},
Volume = {{22}},
Number = {{2}},
Pages = {{174-193}},
Month = {{MAR 4}},
Abstract = {{Children who learn at the crossroads of multiple identities are at risk
   of experiencing inequality at multiple levels. Intersectionality
   frameworks have illuminated the relationship between cultural and
   language differences and dis/abilities, but they can also help us
   surface the effects dis/ability labels have on language choices for
   emergent bilingual (EB) children. With the primary objective of
   assisting the field of Bilingual Special Education (BiSPED), and related
   fields, move forward, this narrative literature review addresses: (1)
   How does a dis/ability label impact EBs' opportunities to become fully
   bilingual/biliterate in their two languages? (2) What does existing
   research tell us about the learning of bilingual children with
   dis/abilities in bilingual programs? Findings show that emergent
   bilinguals have fewer opportunities than their peers to learn in
   bilingual programs when they have dis/abilities, even though research
   suggests they can learn bilingually at no additional cost. Implications
   for researchers and educators are discussed.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Martinez-Alvarez, P (Reprint Author), Columbia Univ, Teachers Coll, Dept Arts \& Humanities, New York, NY 10027 USA.
   Martinez-Alvarez, Patricia, Columbia Univ, Teachers Coll, Dept Arts \& Humanities, New York, NY 10027 USA.}},
DOI = {{10.1080/13613324.2018.1538120}},
ISSN = {{1361-3324}},
EISSN = {{1470-109X}},
Keywords = {{Bilingual education; disability; inclusive practices; special education;
   disability studies in education}},
Keywords-Plus = {{PRIMARY LANGUAGE IMPAIRMENT; DISPROPORTIONATE REPRESENTATION; FRENCH
   IMMERSION; DISABILITY; STUDENTS; EDUCATION; INTERVENTION; SCHOOL; RACE;
   IDENTIFICATION}},
Research-Areas = {{Education \& Educational Research; Ethnic Studies}},
Web-of-Science-Categories  = {{Education \& Educational Research; Ethnic Studies}},
Author-Email = {{pmartinez@tc.edu}},
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Number-of-Cited-References = {{93}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Race Ethn. Educ.}},
Doc-Delivery-Number = {{HH7PF}},
Unique-ID = {{ISI:000455922200002}},
DA = {{2020-03-18}},
}

@article{ ISI:000489634700001,
Author = {Bitman, Nomy and John, Nicholas A.},
Title = {{Deaf and Hard of Hearing Smartphone Users: Intersectionality and the
   Penetration of Ableist Communication Norms}},
Journal = {{JOURNAL OF COMPUTER-MEDIATED COMMUNICATION}},
Year = {{2019}},
Volume = {{24}},
Number = {{2}},
Pages = {{56-72}},
Month = {{MAR}},
Abstract = {{This article shows how smartphone usage among deaf and hard of hearing
   (HoH) people is shaped by ``normative{''} communication values, and how
   smartphones, despite seeming accessible, can reproduce hegemonic
   communicative norms. Qualitative analysis of in-depth interviews
   conducted in Israel shows that social norms of voice calls impact other
   smartphone interactions, such that people who cannot perform voice calls
   are required to obey vocal norms of immediacy even while interacting
   accessibly through text-based instant messaging (IM) apps or video
   calls. Drawing on critical disability studies, we show how deaf and HoH
   smartphone users' communicative practices vary according to the
   intersections of their audiological status with other stigmatized
   positions, which has profound implications for our understanding of
   media accessibility.}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bitman, N (Reprint Author), Hebrew Univ Jerusalem, Dept Commun \& Journalism, IL-91905 Jerusalem, Israel.
   Bitman, Nomy; John, Nicholas A., Hebrew Univ Jerusalem, Dept Commun \& Journalism, IL-91905 Jerusalem, Israel.}},
DOI = {{10.1093/jcmc/zmy024}},
ISSN = {{1083-6101}},
Keywords = {{Disability; Mobile Media; Smartphones; Disability Media Studies; Deaf
   Studies; Qualitative Research}},
Keywords-Plus = {{TECHNOLOGY; DISABILITY; SCIENCE; ADULTS}},
Research-Areas = {{Communication; Information Science \& Library Science}},
Web-of-Science-Categories  = {{Communication; Information Science \& Library Science}},
Author-Email = {{Nomy.Bitman@mail.huji.ac.il}},
ResearcherID-Numbers = {{John, Nicholas/L-2930-2016}},
ORCID-Numbers = {{John, Nicholas/0000-0002-9955-4120}},
Funding-Acknowledgement = {{Hebrew University of Jerusalem}},
Funding-Text = {{The authors thank the Dean of Students' Office at the Hebrew University
   of Jerusalem for funding the transcription of the interviews. We also
   thank the anonymous reviewers for their thorough work and extremely
   helpful comments; they improved the article greatly.}},
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Number-of-Cited-References = {{61}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Comput.-Mediat. Commun.}},
Doc-Delivery-Number = {{JC9ZI}},
Unique-ID = {{ISI:000489634700001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000489695600003,
Author = {Cmar, Jennifer L.},
Title = {{Effective Self-Determination Practices for Students with Disabilities:
   Implications for Students with Visual Impairments}},
Journal = {{JOURNAL OF VISUAL IMPAIRMENT \& BLINDNESS}},
Year = {{2019}},
Volume = {{113}},
Number = {{2}},
Pages = {{114-128}},
Month = {{MAR-APR}},
Abstract = {{Introduction: Given the lack of self-determination research and
   curricula focusing on children and youths with visual impairments (i.e.,
   those who are blind or have low vision), the purpose of this article was
   to review the literature on effective self-determination practices for
   students with other disabilities for applicability to students with
   visual impairments. Method: A narrative review was conducted that
   focused on six self-determination practices for students with
   disabilities. Studies of the effectiveness of these practices that were
   published in the year 2000 or later were included in the review.
   Results: A total of 14 articles were identified that focused on the
   following interventions: Self-Determined Learning Model of Instruction,
   Whose Future Is It Anyway?, Check and Connect, Self-Advocacy Strategy,
   Self-Directed Individualized Education Program, and Computer-Assisted
   Instruction. The levels of evidence supporting each intervention varied
   from potential to moderate, with none falling into the strong category.
   Discussion: Although several studies included at least one student with
   visual impairment, their results were not disaggregated by disability
   category. As a result, the existing literature does not allow for any
   specific conclusions to be made about the effects of these interventions
   on students with visual impairments. Additional research that evaluates
   self-determination interventions among this population is warranted.
   Implications for practitioners: By providing descriptions of six
   self-determination interventions and research evidence (including
   contextual information) supporting each one, this study serves as a
   starting point for practitioners to identify curricula that may be used
   to promote self-determination among their students. For students with
   visual impairments to fully benefit from these interventions,
   preteaching and accommodations by teachers of students with visual
   impairments or orientation and mobility specialists is necessary.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cmar, JL (Reprint Author), Mississippi State Univ, Natl Res \& Training Ctr Blindness \& Low Vis, POB 6189, Mississippi State, MS 39762 USA.
   Cmar, Jennifer L., Mississippi State Univ, Natl Res \& Training Ctr Blindness \& Low Vis, POB 6189, Mississippi State, MS 39762 USA.}},
DOI = {{10.1177/0145482X19840454}},
ISSN = {{0145-482X}},
EISSN = {{1559-1476}},
Keywords = {{blind; low vision; visual impairment; self-determination; interventions}},
Keywords-Plus = {{EXPANDED CORE CURRICULUM; POSTSCHOOL OUTCOMES; ADVOCACY-STRATEGY;
   COLLEGE-STUDENTS; LEARNING-MODEL; DIRECTED IEP; TRANSITION;
   PARTICIPATION; INSTRUCTION; EMPLOYMENT}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{jcmar@colled.nnsstate.edu}},
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Number-of-Cited-References = {{45}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Vis. Impair. Blind.}},
Doc-Delivery-Number = {{JD0VW}},
Unique-ID = {{ISI:000489695600003}},
DA = {{2020-03-18}},
}

@article{ ISI:000482887700011,
Author = {Holmes, Jessica A.},
Title = {{The ``Manic Pixie Dream Girl of the Synth-Pop World{''} and Her ``Baby
   Doll Lisp{''}}},
Journal = {{JOURNAL OF POPULAR MUSIC STUDIES}},
Year = {{2019}},
Volume = {{31}},
Number = {{1}},
Pages = {{131-155}},
Month = {{MAR}},
Abstract = {{Audible in speech and song, electro-pop singer Grimes's so-called ``baby
   doll{''} lisp generates endless buzz online, ranging from light-hearted
   adoration, to infantilization, to sexual fetish and even to ableist,
   misogynist anti-fandom. This article uses the reception of her lisp to
   build an intersectional theory of lisping across its medical and
   socio-cultural constructions, bridging work in disability studies,
   dysfluency studies, voice studies, and popular music studies in the
   process. I situate the slippage between adoring, infan-tilizing,
   fetishistic, and violent characterizations of Grimes's lisp as
   reflective of the infantilization of ``communicative disorders{''} in
   speech language pathology, and the dysfunction associated with feminine
   coded-speech patterns (e.g. vocal fry and up talk) in the popular
   imaginary. Lisping is profitably understood as an audible form of
   ``liminal{''} difference relative to visible physical disabilities (St.
   Pierre), and to certain ableist, gendered, and racialized conceptions of
   normative vocality. Ultimately, in the English-speaking world, the lisp
   is symbolically-coded feminine while exceeding the norms of female
   vocality, thereby giving rise to a polarizing set of associations that
   work against female authority and, by extension in Grimes's case, female
   musical authorship. Grimes's reception thus offers a valuable case study
   for interrogating how misogynist fantasies regarding femininity are
   thought localized in the female voice, and the symbolic ties between
   disability and femininity.}},
Publisher = {{UNIV CALIFORNIA PRESS}},
Address = {{155 GRAND AVE, SUITE 400, OAKLAND, CA 94612-3758 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Holmes, JA (Reprint Author), Univ Calif Los Angeles, Musicol, Los Angeles, CA 90024 USA.
   Holmes, Jessica A., Univ Calif Los Angeles, Musicol, Los Angeles, CA 90024 USA.}},
DOI = {{10.1525/jpms.2019.311011}},
ISSN = {{1524-2226}},
EISSN = {{1533-1598}},
Keywords = {{vocality; lisping; disability; gender; sexuality; race; disability
   studies; dysfluency studies; voice studies}},
Keywords-Plus = {{INDIE}},
Research-Areas = {{Music}},
Web-of-Science-Categories  = {{Music}},
Author-Email = {{holmesjessica@g.ucla.edu}},
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Number-of-Cited-References = {{117}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Pop. Music Stud.}},
Doc-Delivery-Number = {{IT5FK}},
Unique-ID = {{ISI:000482887700011}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000466793000002,
Author = {Eikel-Pohen, Mona},
Title = {{Assessing Disability-Inclusive Language Teaching Methods with
   Multimodality and Universal Design Principles}},
Journal = {{UNTERRICHTSPRAXIS-TEACHING GERMAN}},
Year = {{2019}},
Volume = {{52}},
Number = {{1}},
Pages = {{1-13}},
Month = {{MAR}},
Abstract = {{This article describes a case study of teaching German at the college
   level for four semesters with a student born blind (with increasing
   hearing loss). It presents an assessment tool to measure the qualitative
   and quantitative efficacy of disability/blindness-inclusive language
   teaching methods using multimodality and Universal Design principles.
   The assessment evaluates and ranks eleven language teaching methods
   used, among others, over four semesters. The methods are discussed with
   respect to the impact that multimodality and Universal Design principles
   have on the accessibility for the individual student's needs and
   dis/abilities as described in the case. The article concludes with
   reflecting on the assessment tool's quality and effectiveness and
   stresses the need for more awareness-raising as well as data-driven
   research with methodic analyses at the intersection of language pedagogy
   and applied disabilities studies.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Eikel-Pohen, M (Reprint Author), Syracuse Univ, German, Syracuse, NY 13244 USA.
   Eikel-Pohen, M (Reprint Author), Syracuse Univ, Syracuse, NY 13244 USA.
   Eikel-Pohen, Mona, Syracuse Univ, German, Syracuse, NY 13244 USA.
   Eikel-Pohen, Mona, Syracuse Univ, Syracuse, NY 13244 USA.}},
DOI = {{10.1111/tger.12081}},
ISSN = {{0042-062X}},
EISSN = {{1756-1221}},
Research-Areas = {{Linguistics}},
Web-of-Science-Categories  = {{Language \& Linguistics}},
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Number-of-Cited-References = {{28}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Unterrichtspraxis}},
Doc-Delivery-Number = {{HW6IN}},
Unique-ID = {{ISI:000466793000002}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000466469000011,
Author = {Heffron, Jenna L. and Lee, Danbi and VanPuymbrouck, Laura and Sheth,
   Alisa Jordan and Kish, Jacqueline},
Title = {{``The Bigger Picture{''}: Occupational Therapy Practitioners'
   Perspectives on Disability Studies}},
Journal = {{AMERICAN JOURNAL OF OCCUPATIONAL THERAPY}},
Year = {{2019}},
Volume = {{73}},
Number = {{2}},
Month = {{MAR-APR}},
Abstract = {{OBJECTIVE. This qualitative study explored occupational therapy
   practitioners' perspectives about integrating principles from the field
   of disability studies (DS) into clinical education and practice.
   METHODS. After a conference presentation about DS, three simultaneous
   focus groups were conducted with 27 occupational therapy practitioners,
   A constant comparative, grounded-theory approach was used to identify
   themes across groups.
   RESULTS. Identified themes included convergences and divergences between
   the profession of occupational therapy and the fed of disability
   studies, influence of perspectives of disability on service delivery,
   clinician navigation of systemic barriers. and incorporation of
   DS-aligned intervention strategies into practice.
   CONCLUSION. Despite points of alignment, occupational therapy has not
   fully addressed DS critiques. Practitioners recognized professional,
   systemic, and societal barriers and the need for more educational
   experiences, resources, and professional reflexivity and dialogue to
   inform the integration of DS concepts into practice.}},
Publisher = {{AMER OCCUPATIONAL THERAPY ASSOC, INC}},
Address = {{4720 MONTGOMERY LANE, BETHESDA, MD 20814-3425 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Heffron, JL (Reprint Author), Ithaca Coll, Dept Occupat Therapy, Ithaca, NY 14850 USA.
   Heffron, Jenna L., Ithaca Coll, Dept Occupat Therapy, Ithaca, NY 14850 USA.
   Lee, Danbi, Univ Washington, Dept Rehabil Med, Div Occupat Therapy, Seattle, WA 98195 USA.
   VanPuymbrouck, Laura, Rush Univ, Dept Occupat Therapy, Chicago, IL 60612 USA.
   Sheth, Alisa Jordan; Kish, Jacqueline, Univ Illinois, Dept Disabil \& Human Dev, Chicago, IL USA.}},
DOI = {{10.5014/ajot.2019.030163}},
Article-Number = {{7302205100}},
ISSN = {{0272-9490}},
EISSN = {{1943-7676}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{jheffron@ithaca.edu}},
Cited-References = {{American Occupational Therapy Association, 2014, AM J OCCUPATIONAL S1, V68, pS1, DOI {[}10.5014/ajot.2014.682006, DOI 10.5014/AJOT.2014.682006, 10.5014/ajot.2014].
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   Yin R.K., 2016, QUALITATIVE RES STAR.}},
Number-of-Cited-References = {{27}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Am. J. Occup. Ther.}},
Doc-Delivery-Number = {{HW1UV}},
Unique-ID = {{ISI:000466469000011}},
DA = {{2020-03-18}},
}

@article{ ISI:000464012400006,
Author = {Yates, Samuel},
Title = {{Choreographing conjoinment: Side Show's fleshly fixations and disability
   simulation}},
Journal = {{STUDIES IN MUSICAL THEATRE}},
Year = {{2019}},
Volume = {{13}},
Number = {{1, SI}},
Pages = {{67-78}},
Month = {{MAR}},
Abstract = {{This article aims to amplify disability theory's impact in performance
   studies by generating a framework for understanding disability
   representation in musical theatre. Taking the original and revival
   Broadway productions of Side Show (1997, 2014) as a case study, I
   articulate how the musical simulates disability through a `choreography
   of conjoinment' that relies on the exceptional able-bodiedness of the
   actors playing conjoined twins Daisy and Violet Hilton. Using disability
   as a category of analysis reveals how disabled bodies are made to be
   maximally productive iterations of themselves in musicals. To support
   this claim, I track the shift from the 1997 production's co-construction
   of disability by the actors and audience, which replicates the social
   model of disability, to the 2014 revival's grounding in a diagnostic
   realism typical of disability's medical model. Side Show's trajectory
   generates possibilities for considering the musical as an archive for
   disability representation and knowledge, bioethical inquiry, and
   artistic innovation.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Yates, S (Reprint Author), George Washington Univ, Washington, DC 20052 USA.
   Yates, S (Reprint Author), George Washington Univ, Dept English, 801 22nd St NW,623 Phillips Hall, Washington, DC 20052 USA.
   Yates, Samuel, George Washington Univ, Washington, DC 20052 USA.
   Yates, Samuel, George Washington Univ, Dept English, 801 22nd St NW,623 Phillips Hall, Washington, DC 20052 USA.}},
DOI = {{10.1386/smt.13.1.67\_1}},
ISSN = {{1750-3159}},
EISSN = {{1750-3167}},
Keywords = {{disability studies; conjoined twins; body; choreography of conjoinment;
   movement; freak studies; bioethics; disability aesthetics}},
Research-Areas = {{Theater}},
Web-of-Science-Categories  = {{Theater}},
Author-Email = {{yates@gwu.edu}},
ORCID-Numbers = {{Yates, Samuel/0000-0001-9136-9361}},
Cited-References = {{Atkinson L, 2004, CHILD NERV SYST, V20, P504, DOI 10.1007/s00381-004-0983-6.
   Barilan Y. Michael, 2010, J MED PHILOS, V28, P27.
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   Chemers MM, 2009, PALG STUD THEAT PERF, P1.
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   Hetrick Adam, 2013, PLAYBILL        0614.
   Hilton Daisy, 1953, INTIMATE LOVES LIVES.
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   Munoz Jose Esteban, 2009, QUEERING UTOPIA THEN.
   Quayson Ato, 2007, AESTHETIC NERVOUSNES.
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   Thomson Rosemarie Garland, 1997, EXTRAORDINARY BODIES.
   Yates S, 2019, STUD MUSICAL THEATRE, V13, P67, DOI 10.1386/smt.13.1.67\_1.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Stud. Musical Theatre}},
Doc-Delivery-Number = {{HS6WQ}},
Unique-ID = {{ISI:000464012400006}},
DA = {{2020-03-18}},
}

@article{ ISI:000463357200009,
Author = {Ames, Margaret and Calvert, Dave and Glorstad, Vibeke and
   Maguire-Rosier, Kate and Mccaffrey, Tony and Schmidt, Yvonne},
Title = {{Responding to Per.Art's Dis\_Sylphide: Six Voices from IFTR's
   Performance and Disability Working Group}},
Journal = {{THEATRE RESEARCH INTERNATIONAL}},
Year = {{2019}},
Volume = {{44}},
Number = {{1}},
Pages = {{82-101}},
Month = {{MAR}},
Abstract = {{This submission by IFTR's Performance and Disability working group
   features responses by six participants - voices projected from Canada,
   New Zealand, Norway, Wales, England and Australia - to Per.Art's
   production Dis\_Sylphide, which was presented on 7 July 2018 at the
   Cultural Institution Vuk Karadzic as part of IFTR's conference in
   Belgrade at the invitation of the Performance and Disability working
   group. Per.Art is an independent theatre company founded in 1999 in Novi
   Sad, Serbia, by the internationally recognized choreographer and
   performer Sasa Asentic, the company's artistic director. The company
   brings together people with learning disabilities, artists (theatre,
   dance and visual arts), special educators, representatives of cultural
   institutions, philosophers, architects and students to make work. This
   co-authored submission examines how the production responds to three
   important dance works of the twentieth century - Mary Wigman's Hexentanz
   (1928), Pina Bausch's Kontakthof (1978) and Xavier Le Roy's Self
   Unfinished (1998) - to explore normalizing and normative body concepts
   in dance theatre and in society, and how they have been migrating over
   the course of dance histories. The shared experience of witnessing the
   performance provoked discussion on the migration of dance forms across
   time and cultures, as well issues of access and (im)mobility, which are
   especially pertinent to a disability studies context.}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ames, M (Reprint Author), Aberystwyth Univ, Theatre \& Performance, Aberystwyth, Dyfed, Wales.
   Ames, M (Reprint Author), Cyrff Ystwyth, Cardiff, S Glam, Wales.
   Ames, Margaret, Aberystwyth Univ, Theatre \& Performance, Aberystwyth, Dyfed, Wales.
   Ames, Margaret, Cyrff Ystwyth, Cardiff, S Glam, Wales.
   Calvert, Dave, Univ Huddersfield, Drama Theatre \& Performance, Huddersfield, W Yorkshire, England.
   Calvert, Dave, Dark Horse Theatre Co, Fauquier County, VA USA.
   Glorstad, Vibeke, VID Specialized Univ, Fac Hlth, Sociol \& Social Work, Campus Sandnes, Sandnes, Norway.
   Maguire-Rosier, Kate; Schmidt, Yvonne, IFTR Performance \& Disabil Working Grp, Belgrade, Serbia.
   Mccaffrey, Tony, Natl Acad Singing \& Dramat Arts, Ara Inst, Christchurch, New Zealand.
   Schmidt, Yvonne, Zurich Univ Arts, Zurich, Switzerland.
   Schmidt, Yvonne, Univ British Columbia, Vancouver, BC, Canada.}},
DOI = {{10.1017/S0307883318000846}},
ISSN = {{0307-8833}},
EISSN = {{1474-0672}},
Research-Areas = {{Theater}},
Web-of-Science-Categories  = {{Theater}},
Author-Email = {{mma@aber.ac.uk
   d.a.calvert@hud.ac.uk
   vibeke.glorstad@vid.no
   kate.maguirerosier@gmail.com
   tonymccaffrey@ara.ac.nz
   yvonne.schmidt@zhdk.ch}},
ResearcherID-Numbers = {{McCaffrey, Tony/I-1302-2018}},
ORCID-Numbers = {{McCaffrey, Tony/0000-0002-5585-4543}},
Cited-References = {{Badiou Alain, 2005, HDB INAESTHETICS, P77.
   Badiou Alain, 2013, RHAPSODY THEATRE, p{[}25, 36].
   Baghdayan Annie, 2017, UN CHRONICLE GLOBAL, V54, P4.
   Bhabha Homi K., 1985, POSTCOLONIAL STUDIES, p{[}38, 43].
   Charlton JI, 2000, NOTHING US US DISABI.
   Cull L, 2011, PERFORM RES, V16, P1, DOI 10.1080/13528165.2011.606044.
   Cvejic Bojana, 2015, PERFORMANCE PHILOS J, V1, P7.
   Duplessis Rachel Blau, 2006, BLUE STUDIOS POETRY, P95.
   Esposito Roberto, 2010, COMMUNITAS ORIGINS D.
   Esposito Roberto, 2012, POLITICA COMUN, V3.
   Gilbert Helen, 1998, SIGHTLINES RACE GEND, P18.
   Glorstad V, 2012, S AFR THEATRE J, V26, P109, DOI 10.1080/10137548.2012.838336.
   Halberstam Jack, 2013, UNDERCOMMONS FUGITIV, P2.
   Hargrave M, 2015, THEATRES OF LEARNING DISABILITY: GOOD, BAD, OR PLAIN UGLY?, P1.
   Harney Stefano, 2013, UNDERCOMMONS FUGITIV, P110.
   Innes Christopher, 1993, AVANT GARDE THEATRE, P8.
   Isin E., 2008, ACTS CITIZENSHIP, P1.
   Isin Engin, OXFORD HDB CITIZENSH, p{[}500, 501].
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   Mackrekk Judith, 2010, GUARDIAN, P1.
   Meda Lawrence, 2017, CHILD ABUSE RES S AF, V18, P62.
   Moten Fred., 2003, BREAK AESTHETICS BLA.
   Nussbaum Martha, 2006, FRONTIERS JUSTICE DI.
   Puar Jasbir K., 2009, WOMEN PERFORMANCE A, V19, P161, DOI DOI 10.1080/07407700903034147.
   Saur E, 2013, NORD THEATRE STUD, V25, P46.
   Schechner R, 2010, NEW LITERARY HIST, V41, P895, DOI 10.1353/nlh.2010.0027.
   Schmidt Y, 2017, RIDE-J APPL THEATRE, V22, P446, DOI 10.1080/13569783.2017.1329653.
   Schmidt Y, 2017, RIDE-J APPL THEATRE, V22, P301, DOI 10.1080/13569783.2017.1338650.
   Schneider R, 2006, THEATRE SURVEY, V47, P253, DOI 10.1017/S0040557406000238.
   Sennett Richard, 2016, BUILDING DWELLING ET, P384.
   Shachar A., 2017, OXFORD HDB CITIZENSH, P3.
   Siegmund Gerald, 2017, OXFORD HDB DANCE POL, P181, DOI DOI 10.1093/OXFORDHB/9780199928187.001.0001.
   Skarstad Kjersti, 2017, NETHERLANDS J HUMAN, V36, P24.
   Spatz B., 2015, WHAT BODY CAN DO TEC.
   Teerling J, 2011, J ETHN MIGR STUD, V37, P1079, DOI 10.1080/1369183X.2011.572484.
   Umathum Sandra, 2015, DISABLED THEATER, P163.
   United Nations, CONV RIGHTS PERS DIS.
   Vladisavljevic Natalija, 2014, SUNCE VAGAONU SUN TR.
   Wehren J, 2016, KORPER ALS ARCH BEWE.
   Young Iris Marion, 1997, JUDGEMENT IMAGINATIO, P205.}},
Number-of-Cited-References = {{40}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Theatre Res. Int.}},
Doc-Delivery-Number = {{HR7TG}},
Unique-ID = {{ISI:000463357200009}},
DA = {{2020-03-18}},
}

@article{ ISI:000462808500011,
Author = {Aldama, Frederick Luis},
Title = {{Disability Studies Today: A Conversation with Michael Berube}},
Journal = {{MFS-MODERN FICTION STUDIES}},
Year = {{2019}},
Volume = {{65}},
Number = {{1}},
Pages = {{228-233}},
Month = {{SPR}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Aldama, FL (Reprint Author), Ohio State Univ, Columbus, OH 43210 USA.
   Aldama, Frederick Luis, Ohio State Univ, Columbus, OH 43210 USA.}},
ISSN = {{0026-7724}},
EISSN = {{1080-658X}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{aldama.1@osu.edu}},
Cited-References = {{Alper M., 2017, GIVING VOICE MOBILE.
   Berube M, 2000, AM QUART, V52, P339, DOI 10.1353/aq.2000.0012.
   Berube M., 2016, LIFE JAMIE KNOWS IT.
   Berube Michael, 2016, SECRET LIFE STORIES.
   Berube Michael, 1998, LIFE WE KNOW IT FATH.
   Bolt David, 2013, METANARRATIVE BLINDN.
   Bolt David, 2012, MADWOMAN BLINDMAN J.
   Crosby Christina, 2016, BODY UNDONE LIVING G.
   Davidson Michael, 2008, CONCERTO LEFT HAND D.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   Garland-Thomson Rosemarie, 1997, EXTRCIORDINARY BODIE.
   LINETT MT, 2017, {[}No title captured].
   McRuer Robert, 2018, GRIP TIMES DISABILIT.
   Mitchell David T., 2000, NARRATIVE PROSTHESIS.
   Quayson Ato, 2007, AESTHETIC NERVOUSNES.
   Schalk Sami, 2018, BODYMINDS REIMAGINED.}},
Number-of-Cited-References = {{16}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{MFS-Mod. Fict. Stud.}},
Doc-Delivery-Number = {{HR0HI}},
Unique-ID = {{ISI:000462808500011}},
DA = {{2020-03-18}},
}

@article{ ISI:000460391600002,
Author = {{[}Anonymous]},
Title = {{Narrating Disability in Literature and Visual Media: Introduction}},
Journal = {{ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK}},
Year = {{2019}},
Volume = {{67}},
Number = {{1}},
Pages = {{3-17}},
Month = {{MAR}},
Abstract = {{This introduction to the special issue attempts to map the intersections
   between disability studies on the one hand and literature and cultural
   studies on the other hand. We discuss concepts of disability as a social
   construction before we turn to literary and cultural approaches to
   disability, which involve controversies and questions about genre,
   narrative frames, recurring themes, and form. The last section gives an
   overview of how literary representations of disability resonate with
   life writing and identity theories.}},
Publisher = {{WALTER DE GRUYTER GMBH}},
Address = {{GENTHINER STRASSE 13, D-10785 BERLIN, GERMANY}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1515/zaa-2019-0002}},
ISSN = {{0044-2305}},
EISSN = {{2196-4726}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Funding-Acknowledgement = {{research program ``The Uses of Literature{''} at the University of
   Southern Denmark (SDU) - Danish National Research Foundation {[}DNRF127]}},
Funding-Text = {{This special issue was initially conceptualized and proposed to ZAA by
   Marion Rana. When she decided to continue her work with disability
   outside the university, she asked Anita Wohlmann to step in and take
   over the editing of the issue. Our co-authored introduction reflects the
   collaborative formation process of this issue and our shared interest in
   raising awareness for the importance of disability within Anglophone and
   American literary studies. This paper and special issue was written and
   edited with support from the research program ``The Uses of
   Literature{''} at the University of Southern Denmark (SDU), funded by
   the Danish National Research Foundation (grant no. DNRF127).}},
Cited-References = {{Adams Rachel, 2015, KEYWORDS DISABILITY.
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   Barnes Colin, 2002, ROUTLEDGE HDB DISABI, P12.
   Bogdan Robert, 1988, FREAK SHOW PRESENTIN, P12.
   Cantor D, 2009, LIT MED, V28, P278.
   Couser G. T., 2003, VULNERABLE SUBJECTS.
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   Couser G. Thomas, 1997, RECOVERING BODIES IL.
   Couser G. Thomas, 2013, DISABILITY STUDIES R, P456.
   Crosby Christina, 2016, BODY UNDONE LIVING G.
   Crow L., 1996, EXPLORING DIVIDE ILL, P55.
   Davis LJ, 2017, DISABILITY STUDIES READER, 5TH EDITION, P1.
   Davis Lennard J., 2010, DISABILITY STUDIES R, P3.
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   Ferris Jim, 2004, THE HOSP POEMS.
   Finkelstein V., 1991, DECONSTRUCTING DEAFN, P265.
   Garland-Thomson R., 2013, DISABILITY STUDIES R, P333.
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   Garland-Thomson Rosemarie, 1996, FREAKERY CULTURAL SP.
   Garland-Thomson Rosemarie., 1997, EXTRAORDINARY BODIES.
   Grue J, 2016, DISABIL SOC, V31, P838, DOI 10.1080/09687599.2016.1205473.
   HAWKINS AH, 1990, PERSPECT BIOL MED, V33, P547.
   Hawkins Anne Hunsaker, 1993, RECONSTRUCTING ILLNE.
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   Kobsell S., 2010, GENDERING DISABILITY, P17.
   Kuppers Petra, 2007, TEXT PERFORM Q, V27, P89.
   Layward M, 2011, CONTEMP THEATRE REV, V21, P362, DOI 10.1080/10486801.2011.595213.
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   McRuer Robert, 2013, DISABILITY STUDIES R, P301.
   Mee Charles L., 2000, NEARLY NORMAL LIFE M.
   Mitchell David, 2013, DISABILITY STUDIES R, P222.
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   Padden CA, 2005, PMLA, V120, P508.
   Rana Marion, 2015, HIST AM POETRY CONTE, P443.
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   Samuels Ellen, 2015, KEYWORDS DISABILITY, P135.
   SHAKESPEARE T, 1996, EXPLORING DIVIDE ILL.
   Shakespeare T., 2001, RES SOCIAL SCI DISAB, V2, P9, DOI DOI 10.1016/S1479-3547(01)80018-X.
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   Simmons B, 2008, DISABIL SOC, V23, P733, DOI 10.1080/09687590802469222.
   Smith S, 2016, MED HUMANIT, V42, P259, DOI 10.1136/medhum-2016-010963.
   Snyder S. L., 2006, CULTURAL LOCATIONS.
   Staples J, 2011, J ROY ANTHROPOL INST, V17, P545, DOI 10.1111/j.1467-9655.2011.01706.x.
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   Wohlmann Anita, 2019, LIT MED, V37. 1.
   Young Stella, 2014, TEDXSYDNEY       APR.}},
Number-of-Cited-References = {{61}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Z. Angl. Amer.}},
Doc-Delivery-Number = {{HN7SI}},
Unique-ID = {{ISI:000460391600002}},
DA = {{2020-03-18}},
}

@article{ ISI:000459611300003,
Author = {Kakoullis, Emily Julia},
Title = {{Monitoring mechanisms designed to serve persons with intellectual
   disabilities: exploring the implementation of Article 16 CRPD in Cyprus}},
Journal = {{INTERNATIONAL JOURNAL OF LAW IN CONTEXT}},
Year = {{2019}},
Volume = {{15}},
Number = {{1}},
Pages = {{33-50}},
Month = {{MAR}},
Abstract = {{In its concluding observations for Cyprus, the UN Convention on the
   Rights of Persons with Disabilities (CRPD) Committee stated that it `is
   concerned about the insufficiency of legal provisions and accessible
   mechanisms to detect, report, prevent and combat all forms of
   violence'.(1) This paper focuses on the independent monitoring
   obligation Article 16(3) CRPD places on states parties, and discusses
   the implications of the insufficient implementation of Article 16(3) as
   it affects adults with intellectual disabilities in Cyprus. It examines
   the existing monitoring frameworks, explains why they do not meet with
   Article 16(3) CRPD requirements and explores the relationship of the
   national human rights institutions (NHRIs) with Article 16(3). This
   paper enables understanding as to how, despite pre-existing monitoring
   frameworks in place, no independent monitoring action has been taken
   since the ratification of the CRPD. It argues that there is an immediate
   need for measures to achieve the implementation of Article 16(3) and
   makes recommendations for Cyprus and other states parties.}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kakoullis, EJ (Reprint Author), Cardiff Univ, Sch Law \& Polit, Cardiff, S Glam, Wales.
   Kakoullis, Emily Julia, Cardiff Univ, Sch Law \& Polit, Cardiff, S Glam, Wales.}},
DOI = {{10.1017/S1744552318000101}},
ISSN = {{1744-5523}},
EISSN = {{1744-5531}},
Keywords = {{international law; disability studies; disability human rights law;
   intellectual disabilities; Convention on the Rights of Persons with
   Disabilities (CRPD); Cyprus}},
Keywords-Plus = {{UNITED-NATIONS CONVENTION; HUMAN-RIGHTS; EXPLOITATION; VIOLENCE; ABUSE}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Law}},
Author-Email = {{KakoullisE@cardiff.ac.uk}},
ORCID-Numbers = {{Kakoullis, Dr Emily/0000-0002-0437-9113}},
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   Steinerte E, 2012, INT J HUM RIGHTS, V16, P865, DOI 10.1080/13642987.2012.707393.
   SWS (Social Welfare Services), 2014, ANN REPORT.
   SWS (Social Welfare Services), 2014, HISTORY.
   SWS (Social Welfare Services), 2014, INSP PROGR.
   Symeonidou S, 2015, J POLICY PRACT INTEL, V12, P120, DOI 10.1111/jppi.12120.
   Trimikliniotis N, 2009, NAT THEM STUD FUND R.
   UNGA (United Nations General Assembly), 1993, NAT I PROM PROT HUM.
   Waddington L, 2007, MAASTRICHT U FACULTY.}},
Number-of-Cited-References = {{73}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Law Context}},
Doc-Delivery-Number = {{HM6TU}},
Unique-ID = {{ISI:000459611300003}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000458306900005,
Author = {Liddiard, Kirsty and Runswick-Cole, Katherine and Goodley, Dan and
   Whitney, Sally and Vogelmann, Emma and Watts, Lucy},
Title = {{``I was Excited by the Idea of a Project that Focuses on those Unasked
   Questions{''} Co-Producing Disability Research with Disabled Young
   People}},
Journal = {{CHILDREN \& SOCIETY}},
Year = {{2019}},
Volume = {{33}},
Number = {{2}},
Pages = {{154-167}},
Month = {{MAR}},
Abstract = {{In this article, we detail the politics and practicalities of
   co-produced disability research with disabled young people with
   life-limiting and life-threatening impairments. We centre an ESRC-funded
   arts-informed co-produced research project that has brought together a
   Co-Researcher Collective of disabled young people. Co-production is an
   established approach; however, our co-researchers have led us to develop
   inclusive research practices that engage with online social research
   methods in innovative ways. As we detail our experiences, we aim to
   encourage disability studies researchers and others to adopt virtual
   environments when researching with and for the lives of disabled people.
   (C) 2018 The Authors. Children \& Society published by National
   Children's Bureau and John Wiley \& Sons Ltd.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Liddiard, K (Reprint Author), Univ Sheffield, Sch Educ, Edgar Allen House,241 Glossop Rd, Sheffield S10 2GW, S Yorkshire, England.
   Liddiard, Kirsty, Univ Sheffield, Sch Educ, Edgar Allen House,241 Glossop Rd, Sheffield S10 2GW, S Yorkshire, England.
   Univ Sheffield, Inst Study Human iHuman, Sheffield, S Yorkshire, England.}},
DOI = {{10.1111/chso.12308}},
ISSN = {{0951-0605}},
EISSN = {{1099-0860}},
Keywords = {{co-production; life-limiting; online; virtual; youth}},
Keywords-Plus = {{ETHICAL-ISSUES; OLDER-PEOPLE; ONLINE; CHILDREN; GENDER; MEDIA; MEN}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{k.liddiard@sheffield.ac.uk}},
ORCID-Numbers = {{Liddiard, Kirsty/0000-0002-1220-3740
   Runswick-Cole, Katherine/0000-0001-9658-9718}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ES/P001041/1]}},
Funding-Text = {{We thank all of our Co-Researchers for their expertise, skill and
   commitment. This work was supported by the Economic and Social Research
   Council under grant ES/P001041/1, Life, Death, Disability and the Human:
   Living Life to the Fullest.}},
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   Runswick-Cole K, 2017, DISABILITY NORMALCY, P41.
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   SEYMOUR W. S., 2001, QUALITATIVE RES, V1, P147, DOI DOI 10.1177/146879410100100203.
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   UN, 1989, CONV RIGHTS CHILD.
   Walmsley J., 2004, BRIT J LEARN DISABIL, V32, P65, DOI {[}10.1111/j.1468-3156.2004.00281.x, DOI 10.1111/J.1468-3156.2004.00281.X].
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   Zarb G, 1992, DISABILITY HANDICAP, V7, P125, DOI DOI 10.1080/02674649266780161.
   Zola IK, 1998, AUSTR DISABILITY REV.}},
Number-of-Cited-References = {{69}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Child. Soc.}},
Doc-Delivery-Number = {{HK9JI}},
Unique-ID = {{ISI:000458306900005}},
OA = {{Green Accepted, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000458255400001,
Author = {Garden, Rebecca},
Title = {{Critical Healing: Queering Diagnosis and Public Health through the
   Health Humanities}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Year = {{2019}},
Volume = {{40}},
Number = {{1, SI}},
Pages = {{1-5}},
Month = {{MAR}},
Abstract = {{This introduction provides an overview to a special issue on Critical
   Healing, which draws on queer theory, disability studies, postcolonial
   theory, and literary studies to theorize productive engagements between
   the clinical and cultural aspects of biomedical knowledge and practice.
   The essays in this issue historicize and theorize diagnosis,
   particularly diagnosis that impacts trans health and sexuality,
   homosexuality, and HIV/AIDS transmission. The essays also address
   racialization, disability, and colonialism through discussions of
   fiction, film, theoretical memoir, and comics, as well as biomedical
   discourse and knowledge.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Garden, R (Reprint Author), SUNY Upstate Med Univ, 618 Irving Ave, Syracuse, NY 13210 USA.
   Garden, Rebecca, SUNY Upstate Med Univ, 618 Irving Ave, Syracuse, NY 13210 USA.}},
DOI = {{10.1007/s10912-018-9533-1}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{Health humanities; Diagnosis; Transgender; HIV/AIDS; Graphic medicine;
   Disability; Race}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{gardenr@upstate.edu}},
ResearcherID-Numbers = {{Garden, Rebecca/AAA-4300-2020
   }},
ORCID-Numbers = {{Garden, Rebecca/0000-0003-2044-105X}},
Cited-References = {{Clare Eli, 2017, BRILLIANT IMPERFECTI.
   Garland-Thomson R, 2011, HYPATIA, V26, P591, DOI 10.1111/j.1527-2001.2011.01206.x.}},
Number-of-Cited-References = {{2}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{HK8QT}},
Unique-ID = {{ISI:000458255400001}},
DA = {{2020-03-18}},
}

@article{ ISI:000458255400003,
Author = {Fink, Marty},
Title = {{Choir Boy: Trans Vocal Performance and the De-Pathologization of
   Transition}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Year = {{2019}},
Volume = {{40}},
Number = {{1, SI}},
Pages = {{21-31}},
Month = {{MAR}},
Abstract = {{This paper will examine Choir Boy (2005), a trans coming-of-age novel by
   Charlie Anders, to disrupt historically rooted medical narratives of
   gender transition. Through a disability studies lens, this paper locates
   vocal performance as a means of speaking back to gatekeeping practices
   held in place by medical authorities since the inception of
   transsexuality as a classificatory category. Offering imaginative
   alternatives to ``wrong body{''} diagnostics, this analysis places
   cultural texts in conversation with disability theory to reframe the
   trans self as a singing body that cannot be reduced to normalizing
   biomedical practices. Choir Boy frames vocal performance as a mode of
   gender expression and as a survival strategy against violence. The trans
   counter-narratives offered by Anders resist the medicalization of trans
   bodies and the classification of some bodies as not ``trans enough{''}
   to qualify for transition. Choir Boy locates vocal performance and not
   binary gender identification as impetus for transition, thereby
   advocating for trans self-determination over medical access.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Fink, M (Reprint Author), Ryerson Univ, 350 Victoria St, Toronto, ON M5B 2K3, Canada.
   Fink, Marty, Ryerson Univ, 350 Victoria St, Toronto, ON M5B 2K3, Canada.}},
DOI = {{10.1007/s10912-018-9524-2}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{Trans; Queer; Gender; Transition; Gatekeeping}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{marty.fink@ryerson.ca}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC)}},
Funding-Text = {{I would like to thank Rebecca Garden and William Spurlin for all their
   editorial support and mentorship. I would also like to thank the editors
   at JOMH and all of the anonymous reviewers for their insights and
   feedback. This research was supported by the Social Sciences and
   Humanities Research Council of Canada.}},
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   Withers A. J., 2012, DISABILITY POLITICS.}},
Number-of-Cited-References = {{21}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{HK8QT}},
Unique-ID = {{ISI:000458255400003}},
DA = {{2020-03-18}},
}

@article{ ISI:000456739300005,
Author = {Baloch, Natasha A. and Jennings, Wesley G.},
Title = {{A Preliminary Investigation of the Intersection of Race and Disabilities
   among Inmates in the US State Prison System}},
Journal = {{INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY}},
Year = {{2019}},
Volume = {{63}},
Number = {{4}},
Pages = {{597-609}},
Month = {{MAR}},
Abstract = {{The American prison system is overcrowded with minorities in general,
   and African Americans, in particular. The Department of Justice notes
   that more than 50\% of the prison population have some type of mental
   disability. In this study, we examine the intersection between race and
   disabilities in the U.S. State prison system. Using the Rehabilitation
   Services Administration data set, the study highlights the prevalence
   and type of disabilities in the prison inmate population. Results
   demonstrate that African American inmates are overrepresented among
   inmates with disabilities, are more likely to have mental disabilities
   relative to physical disabilities, and these results hold for various
   types of mental disabilities including cognitive, psychosocial, and
   other mental disabilities. Study limitations and directions for future
   research are also discussed.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Baloch, NA (Reprint Author), Univ S Florida, Dept Criminol, 4202 E Fowler Ave,MHC 1110, Tampa, FL 33620 USA.
   Baloch, Natasha A., Univ S Florida, Tampa, FL USA.
   Jennings, Wesley G., Texas State Univ, San Marcos, TX USA.}},
DOI = {{10.1177/0306624X18805599}},
ISSN = {{0306-624X}},
EISSN = {{1552-6933}},
Keywords = {{race; African American; Hispanics; disabilities; corrections; mental
   health; physical health}},
Keywords-Plus = {{GENERAL STRAIN THEORY; INTELLECTUAL DISABILITIES; PREVALENCE; HEALTH;
   REHABILITATION; CHALLENGES; DEPRESSION; SERVICES; OUTCOMES; SAMPLE}},
Research-Areas = {{Criminology \& Penology; Psychology}},
Web-of-Science-Categories  = {{Criminology \& Penology; Psychology, Applied}},
Author-Email = {{nbaloch@health.usf.edu}},
Cited-References = {{Baglivio MT, 2017, J YOUTH ADOLESCENCE, V46, P1424, DOI 10.1007/s10964-016-0573-4.
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   Prins SJ, 2014, PSYCHIAT SERV, V65, P862, DOI 10.1176/appi.ps.201300166.
   Raines T. C., 2012, J NEGRO EDUC, V81, P283, DOI {[}10.7709/jnegroeducation.81.3.0283, DOI 10.7709/JNEGROEDUCATION.81.3.0283].
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   Whitfield HW, 2009, REHABIL COUNS BULL, V53, P56, DOI 10.1177/0034355208324589.
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Number-of-Cited-References = {{43}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Int. J. Offender Ther. Comp. Criminol.}},
Doc-Delivery-Number = {{HI8XN}},
Unique-ID = {{ISI:000456739300005}},
DA = {{2020-03-18}},
}

@article{ ISI:000458663800002,
Author = {Lipenga, Ken Junior},
Title = {{The New Normal: Enfreakment in Saga}},
Journal = {{COMICS GRID-JOURNAL OF COMICS SCHOLARSHIP}},
Year = {{2019}},
Volume = {{9}},
Month = {{FEB 14}},
Abstract = {{This article draws on the award-winning fantasy comic Saga (Vaughan and
   Staples 2012-present), in order to explore how it portrays bodily
   difference as the norm, presenting to us a fantasy reality that
   nevertheless uncannily parallels ours in many ways. If `enfreakment' is
   the creation of the freak, the article argues that the comic achieves
   something that might be termed `dis-enfreakment'. This article is mainly
   grounded in literary disability studies, drawing upon the work by
   Rosemarie Garland-Thomson and others. The article explores how Saga
   portrays racism, miscegenation, and homosexuality. The basic argument is
   that, through the presentation of a variety of races and species of
   life, Saga deliberately questions the very idea of `normal' by
   presenting many co-existing forms of normalcy.}},
Publisher = {{OPEN LIBRARY HUMANITIES}},
Address = {{SALISBURY HOUSE, STATION RD, CAMBRIDGE, CB1 2LA, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lipenga, KJ (Reprint Author), Univ Malawi, Dept English, Zomba, Malawi.
   Lipenga, Ken Junior, Univ Malawi, Dept English, Zomba, Malawi.}},
DOI = {{10.16995/cg.161}},
Article-Number = {{2}},
ISSN = {{2048-0792}},
Keywords = {{disability; enfreakment; freak; miscegenation; queer}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{klipenga@cc.ac.mw}},
ORCID-Numbers = {{Lipenga, Ken Junior/0000-0001-8592-8999}},
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   Garland-Thomson Rosemarie., 1997, EXTRAORDINARY BODIES.
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   Kerchy A, 2012, EXPLORING CULTURAL H.
   Pallares B., 2015, STUD RES S PORTL STA.
   PEARSON W, 2003, CAMBRIDGE COMPANION, P149.
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   Precup M, 2017, 1980 BAD GIRLS TRANS, P252.
   Richardson Niall, 2010, TRANSGRESSIVE BODIES.
   Staples F, 2013, SAGA.
   Tiffin Helen, 2000, POSTCOLONIAL STUDIES.
   Vaughan B K, 2014, SAGA.
   Vaughan B K, 2015, SAGA.
   Vaughan BK, 2016, SAGA.
   Vaughan BK, 2012, SAGA.
   Vaughan BK, 2012, SAGA.
   Vaughan BK, 2015, SAGA.
   Vaughan BK, 2012, SAGA.
   Vaughan BK, 2015, SAGA.
   Vaughan BK, 2012, SAGA.
   Vaughan BK, 2012, SAGA.
   Vaughan BK, 2013, SAGA.
   Vaughan BK, 2013, SAGA.
   Vaughan BK, 2016, SAGA.
   Vaughan BK, 2012, SAGA.
   Vaughan BK, 2012, SAGA.
   Vaughan BK, 2014, SAGA.
   Weinstock Jeffery A., 1996, FREAKERY CULTURAL SP, P327.
   Whalen Z, 2016, DISABILITY COMIC BOO, P1.}},
Number-of-Cited-References = {{35}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Comics Grid-J. Comics Scholarsh.}},
Doc-Delivery-Number = {{HL4CU}},
Unique-ID = {{ISI:000458663800002}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000465209600009,
Author = {Olsen, Jason},
Title = {{Culture-theory-disability: encounters between disability studies and
   cultural studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{2}},
Pages = {{334-335}},
Month = {{FEB 7}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Olsen, J (Reprint Author), Ulster Univ, Sch Appl Social \& Policy Sci, Belfast, Antrim, North Ireland.
   Olsen, Jason, Ulster Univ, Sch Appl Social \& Policy Sci, Belfast, Antrim, North Ireland.}},
DOI = {{10.1080/09687599.2018.1558006}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{J@ulster.ac.uk}},
Cited-References = {{Waldschmidt A., 2017, CULTURE THEORY DISAB.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HU3XX}},
Unique-ID = {{ISI:000465209600009}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000459220800006,
Author = {Scalenghe, Sara},
Title = {{Disability Studies in the Middle East and North Africa: A Field Emerges}},
Journal = {{INTERNATIONAL JOURNAL OF MIDDLE EAST STUDIES}},
Year = {{2019}},
Volume = {{51}},
Number = {{1}},
Pages = {{109-112}},
Month = {{FEB}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Scalenghe, S (Reprint Author), Loyola Univ Maryland, Dept Hist, Baltimore, MD 21210 USA.
   Scalenghe, Sara, Loyola Univ Maryland, Dept Hist, Baltimore, MD 21210 USA.}},
DOI = {{10.1017/S0020743818001228}},
ISSN = {{0020-7438}},
EISSN = {{1471-6380}},
Keywords-Plus = {{COLONIALISM}},
Research-Areas = {{Area Studies}},
Web-of-Science-Categories  = {{Area Studies}},
Author-Email = {{sscalenghe@loyola.edu}},
Cited-References = {{Baynton Douglas, 2001, NEW DISABILITY HIST, P33, DOI DOI 10.1086/AHR/107.5.1523.
   Bregain G, 2016, ALTER, V10, P148, DOI 10.1016/j.alter.2016.03.007.
   Cleall E, 2015, SOC IDENT, V21, P22, DOI 10.1080/13504630.2014.995348.
   Davis L. J., 2017, DISABILITY STUDIES R.
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   Ghaly M. M. I., 2010, ISLAM DISABILITY PER.
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   Grech S, 2015, SOC IDENT, V21, P1, DOI {[}10.1080/13504630.2014.995394, 10.1080/13504630.2014.995347].
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   Meekosha Helen, 2001, DISABIL SOC, V26, P667.
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   Puar J, 2017, RIGHT MAIM DEBILITY.
   Verstraete Pieter, 2018, ROUTLEDGE HIST DISAB, P231.}},
Number-of-Cited-References = {{13}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Middle East Stud.}},
Doc-Delivery-Number = {{HM1OH}},
Unique-ID = {{ISI:000459220800006}},
DA = {{2020-03-18}},
}

@article{ ISI:000459220800010,
Author = {Tsacoyianis, Beverly},
Title = {{From Patient to Survivor: Mental Health and Disability Studies}},
Journal = {{INTERNATIONAL JOURNAL OF MIDDLE EAST STUDIES}},
Year = {{2019}},
Volume = {{51}},
Number = {{1}},
Pages = {{124-126}},
Month = {{FEB}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Tsacoyianis, B (Reprint Author), Univ Memphis, Dept Hist, Memphis, TN 38152 USA.
   Tsacoyianis, Beverly, Univ Memphis, Dept Hist, Memphis, TN 38152 USA.}},
DOI = {{10.1017/S0020743818001241}},
ISSN = {{0020-7438}},
EISSN = {{1471-6380}},
Research-Areas = {{Area Studies}},
Web-of-Science-Categories  = {{Area Studies}},
Author-Email = {{btscynis@memphis.edu}},
Cited-References = {{Anderson W., 2011, UNCONSCIOUS DOMINION.
   {[}Anonymous], 2013, DISABILITY STUDIES Q, V33.
   Craps S, 2008, STUD NOVEL, V40, P1.
   Eghighian Greg, 2017, ROUTLEDGE HIST MADNE, P1.
   Katchadourian Herant, 2012, WAY IT TURNED OUT ME.
   Lang F, 2016, LEBANESE POSTCIVIL W.
   Yanikdag Y., 2013, HEALING NATION PRISO.}},
Number-of-Cited-References = {{7}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Middle East Stud.}},
Doc-Delivery-Number = {{HM1OH}},
Unique-ID = {{ISI:000459220800010}},
DA = {{2020-03-18}},
}

@article{ ISI:000458828300001,
Author = {Macdonald, Stephen J. and Deacon, Lesley},
Title = {{Twice upon a time: Examining the effect socio-economic status has on the
   experience of dyslexia in the United Kingdom}},
Journal = {{DYSLEXIA}},
Year = {{2019}},
Volume = {{25}},
Number = {{1}},
Pages = {{3-19}},
Month = {{FEB}},
Abstract = {{From the mid-1990s, there have been a number of campaigns aimed at
   raising awareness of dyslexia and social inclusion. In conjunction with
   these campaigns, educational and employment policies have been
   implemented that advocate inclusive and workplace adjustments for people
   with dyslexia. This study aims to explore the intersectional
   relationship between dyslexia and socio-economic status. The findings
   analyse adult perceptions of education and employment, which have been
   shaped by 23 years of social policies promoting anti-discriminatory
   practice. The study applies a quantitative approach, which collected
   data from a national survey conducted from 2015 to 2017. The sample
   consists of 442 adult participants who reported having dyslexia. The
   social model of disability has been applied in this study to interpret
   the data findings from a disability studies perspective. The article
   suggests that socio-economic status significantly affects issues of
   diagnosis, educational, and employment experiences. The findings
   illustrate an intersectional relationship between socio-economic status
   and disability inequalities, which have an effect on the experiences of
   people with dyslexia in adulthood.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Macdonald, SJ (Reprint Author), Univ Sunderland, Fac Educ \& Soc, Sch Social Sci, Social Sci,Reg Vardy Ctr, St Peters Way, Sunderland SR6 0DD, Durham, England.
   Macdonald, Stephen J., Univ Sunderland, Fac Educ \& Soc, Sch Social Sci, Social Sci, Sunderland, Durham, England.
   Deacon, Lesley, Univ Sunderland, Fac Educ \& Soc, Sch Social Sci, Appl Social Studies \& Social Work, Sunderland, Durham, England.}},
DOI = {{10.1002/dys.1606}},
ISSN = {{1076-9242}},
EISSN = {{1099-0909}},
Keywords = {{social class; social model of disablity; dyslexia in adulthood;
   anti-discriminatory practice}},
Keywords-Plus = {{EMPLOYMENT}},
Research-Areas = {{Education \& Educational Research; Psychology; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Psychology, Educational; Rehabilitation}},
Author-Email = {{stephen.j.macdonald@sunderland.ac.uk}},
ORCID-Numbers = {{Macdonald, Stephen J/0000-0003-4409-9535}},
Cited-References = {{{[}Anonymous], 1978, SPECIAL ED NEEDS REP.
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   Yates P. R., 2013, MENTAL HLTH SUBSTANC, V6, P184.}},
Number-of-Cited-References = {{32}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Dyslexia}},
Doc-Delivery-Number = {{HL6FD}},
Unique-ID = {{ISI:000458828300001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000458429900002,
Author = {Modabbernia, Amirhossein and Sandin, Sven and Gross, Raz and Leonard,
   Helen and Gissler, Mika and Parner, Erik T. and Francis, Richard and
   Carter, Kim and Bresnahan, Michaeline and Schendel, Diana and Hornig,
   Mady and Reichenberg, Abraham},
Title = {{Apgar score and risk of autism}},
Journal = {{EUROPEAN JOURNAL OF EPIDEMIOLOGY}},
Year = {{2019}},
Volume = {{34}},
Number = {{2}},
Pages = {{105-114}},
Month = {{FEB}},
Abstract = {{Low Apgar score has been associated with higher risk for several
   neurological and psychiatric disorders, including cerebral palsy and
   intellectual disability. Studies of the association between Apgar score
   and autism spectrum disorder (ASD) have been inconsistent. We aimed to
   investigate (1) the association between low Apgar score at 5min and risk
   for ASD, and (2) the modifying effects of gestational age and sex on
   this association in the largest multinational database of ASD. We
   included prospective data from 5.5 million individuals and over 33,000
   cases of ASD from Norway, Sweden, Denmark and Western Australia who were
   born between 1984 and 2007. We calculated crude and adjusted risk
   ratios(RR) with 95\% confidence intervals (95\% CIs) for the
   associations between low Apgar score and ASD. All analyses for ASD were
   repeated for autistic disorder (AD). We used interaction terms and
   stratified analysis to investigate the effects of sex, gestational age,
   and birth weight on the association. In fully adjusted models, low Apgar
   scores (1-3) (RR, 1.42; 95\% CI, 1.16-1.74), and intermediate Apgar
   scores (4-6) (RR, 1.50; 95\% CI, 1.36-1.65) were associated with a
   higher RR of ASD than optimal Apgar score (7-10). The point estimates
   for low (RR, 1.88; 95\% CI, 1.41-2.51) and intermediate Apgar score (RR,
   1.54; 95\% CI, 1.32-1.81) were larger for AD than for ASD. This study
   suggests that low Apgar score is associated with higher risk of ASD, and
   in particular AD. We did not observe any major modifying effects of
   gestational age and sex, although there seems to be substantial
   confounding by gestational age and birth weight on the observed
   association.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sandin, S (Reprint Author), Icahn Sch Med Mt Sinai, Dept Psychiat, 1 Gustave L Levy, New York, NY 10029 USA.
   Sandin, S (Reprint Author), Icahn Sch Med Mt Sinai, Seaver Autism Ctr, 1 Gustave L Levy, New York, NY 10029 USA.
   Sandin, S (Reprint Author), Karolinska Inst, Dept Med Epidemiol \& Biostat, Stockholm, Sweden.
   Modabbernia, Amirhossein; Sandin, Sven; Reichenberg, Abraham, Icahn Sch Med Mt Sinai, Dept Psychiat, 1 Gustave L Levy, New York, NY 10029 USA.
   Modabbernia, Amirhossein; Sandin, Sven; Reichenberg, Abraham, Icahn Sch Med Mt Sinai, Seaver Autism Ctr, 1 Gustave L Levy, New York, NY 10029 USA.
   Sandin, Sven, Karolinska Inst, Dept Med Epidemiol \& Biostat, Stockholm, Sweden.
   Gross, Raz, Tel Aviv Univ, Dept Epidemiol \& Prevent Med, Tel Aviv, Israel.
   Gross, Raz, Chaim Sheba Med Ctr, Div Psychiat, Tel Hashomer, Israel.
   Leonard, Helen; Francis, Richard; Carter, Kim, Univ Western Australia, Telethon Kids Inst, Crawley, Australia.
   Gissler, Mika, Natl Inst Hlth \& Welf, Helsinki, Finland.
   Gissler, Mika, Nord Sch Publ Hlth, Gothenburg, Sweden.
   Gissler, Mika, Turku Univ, Dept Child Psychiat, Turku, Finland.
   Gissler, Mika, Turku Univ Hosp, Turku, Finland.
   Parner, Erik T., Aarhus Univ, Sect Biostat, Dept Publ Hlth, Aarhus, Denmark.
   Bresnahan, Michaeline; Hornig, Mady, Columbia Univ, Dept Epidemiol, Mailman Sch Publ Hlth, New York, NY USA.
   Bresnahan, Michaeline, New York State Psychiat Inst \& Hosp, New York, NY 10032 USA.
   Schendel, Diana, Aarhus Univ, Dept Publ Hlth, Inst Epidemiol \& Social Med, Aarhus, Denmark.
   Schendel, Diana, Aarhus Univ, Dept Econ \& Business, Natl Ctr Register Based Res, Aarhus, Denmark.
   Schendel, Diana, iPSYCH, Lundbeck Fdn Initiat Integrat Psychiat Res, Aarhus, Denmark.
   Hornig, Mady, Columbia Univ, Mailman Sch Publ Hlth, Ctr Infect \& Immun, New York, NY USA.
   Reichenberg, Abraham, Icahn Sch Med Mt Sinai, Dept Prevent Med, New York, NY 10029 USA.
   Reichenberg, Abraham, Icahn Sch Med Mt Sinai, Friedman Brain Inst, New York, NY 10029 USA.}},
DOI = {{10.1007/s10654-018-0445-1}},
ISSN = {{0393-2990}},
EISSN = {{1573-7284}},
Keywords = {{Epidemiology; Autism; Apgar score; Etiology}},
Keywords-Plus = {{SPECTRUM DISORDERS; CEREBRAL-PALSY; INTELLECTUAL DISABILITY;
   PSYCHIATRIC-DISORDERS; PERINATAL FACTORS; SUBSEQUENT DEATH; ASSOCIATION;
   OUTCOMES; COMPLICATIONS; DEPRESSION}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{sven.sandin@mssm.edu}},
ResearcherID-Numbers = {{Leonard, Helen/A-1010-2013
   Sandin, Sven/L-5357-2015
   Hornig, Mady/AAE-8431-2020
   }},
ORCID-Numbers = {{Leonard, Helen/0000-0001-6405-5834
   Sandin, Sven/0000-0001-6994-4884
   Hornig, Mady/0000-0001-7572-3092
   Parner, Erik/0000-0003-3661-1922}},
Funding-Acknowledgement = {{National Institutes of Health (NIH)United States Department of Health \&
   Human ServicesNational Institutes of Health (NIH) - USA
   {[}HICHD/NIEHS/NINDS-HD073978, NIMH-MH097849]; Beatrice and Samuel A.
   Seaver Foundation}},
Funding-Text = {{This study was supported, in part, by Grants from the National
   Institutes of Health (NIH) (HICHD/NIEHS/NINDS-HD073978 and
   NIMH-MH097849) and by the Beatrice and Samuel A. Seaver Foundation. The
   funding sponsors had no role in the design and conduct of the study;
   collection, management, analysis, and interpretation of the data; and
   preparation, review, or approval of the manuscript.}},
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   Zhu TT, 2016, J CHILD NEUROL, V31, P1235, DOI 10.1177/0883073816650039.}},
Number-of-Cited-References = {{59}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Eur. J. Epidemiol.}},
Doc-Delivery-Number = {{HL1BX}},
Unique-ID = {{ISI:000458429900002}},
OA = {{Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000456904800001,
Author = {Alnahdi, Ghaleb Hamad},
Title = {{The positive impact of including students with intellectual disabilities
   in schools: Children's attitudes towards peers with disabilities in
   Saudi Arabia}},
Journal = {{RESEARCH IN DEVELOPMENTAL DISABILITIES}},
Year = {{2019}},
Volume = {{85}},
Pages = {{1-7}},
Month = {{FEB}},
Abstract = {{Background: The purpose of this study is to examine the attitudes of
   Saudi students towards peers with disabilities. It examines how these
   attitudes are related to age, attending a school that includes students
   with intellectual disabilities, and having a relative with a disability.
   Methods and procedure: Participants included 357 elementary school male
   students (grades 3-6) who completed the Arabic version of the CATCH
   scale.
   Outcomes and results: The students presented positive attitudes towards
   peers with disabilities. Students in schools that included students with
   intellectual disabilities had more positive attitudes than other
   students. Older students were more likely to hold positive attitudes
   than younger students. Having a relative with a disability had no
   effect.
   Conclusion and implications The findings suggest that students generally
   hold positive attitudes towards children with disabilities. Moreover,
   including students with intellectual disabilities in schools associated
   with other students' awareness about students with differing levels of
   abilities. Expanding schools to include children with disabilities in
   society in general will probably help increase the likelihood that they
   will be accepted and diminish the stereotypes that follow them.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Alnahdi, GH (Reprint Author), Prince Sattam bin Abdulaziz Univ, Coll Educ, Alkharj, Saudi Arabia.
   Alnahdi, Ghaleb Hamad, Prince Sattam bin Abdulaziz Univ, Coll Educ, Alkharj, Saudi Arabia.}},
DOI = {{10.1016/j.ridd.2018.10.004}},
ISSN = {{0891-4222}},
Keywords = {{Attitudes; Children with disabilities; Students with intellectual
   disabilities; Saudi Arabia}},
Keywords-Plus = {{CONTACT; PEOPLE}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{g.alnandi@psau.edu.sa}},
ResearcherID-Numbers = {{Alnahdi, Ghaleb/Q-4903-2019}},
ORCID-Numbers = {{Alnahdi, Ghaleb/0000-0003-1692-9765}},
Funding-Acknowledgement = {{Deanship of Scientific Research at Prince Sattam Bin Abdulaziz
   University {[}2017/02/7779]}},
Funding-Text = {{Financial support was provided by the Deanship of Scientific Research at
   Prince Sattam Bin Abdulaziz University under research project
   \#2017/02/7779.}},
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Number-of-Cited-References = {{22}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{6}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Res. Dev. Disabil.}},
Doc-Delivery-Number = {{HJ1EN}},
Unique-ID = {{ISI:000456904800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000454933100002,
Author = {Lipka, Orly and Baruch, Alona Forkosh and Meer, Yael},
Title = {{Academic support model for post-secondary school students with learning
   disabilities: student and instructor perceptions}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2019}},
Volume = {{23}},
Number = {{2}},
Pages = {{142-157}},
Month = {{FEB 1}},
Abstract = {{While post-secondary school students with learning difficulties confront
   many challenges, there is little research on methods of support. In the
   current study, the `adapted course' model was qualitatively examined
   from the perspective of both students and instructors. The main goal was
   to explore how students and instructors perceived the instruction in
   adapted courses. Five pre-service students with learning disabilities
   (LD) and/or attention-deficit hyperactivity disorder and three
   instructors were interviewed. Responses were analysed using subjective
   analysis, with central content categories identified based on student
   and instructor statements. Six main themes emerged: (1) small class
   size; (2) emotional support; (3) adjusted teaching methods; (4)
   independent practice exercises; (5) instruction by modelling; and (6)
   instructor characteristics. The current study can inform pedagogical
   principles on which a support model for post-secondary students with LD
   can be based. It provides analyses of the effectiveness of one support
   model and presents the perceptions of both faculty and students.
   Moreover, the study provides an opportunity to learn about potential
   components of effective teaching-learning, not only in the specific
   context of adapted courses, but in any supportive learning situation
   (e.g. tutoring) or course.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lipka, O (Reprint Author), Univ Haifa, Dept Learning Disabil, Edmond J Safra Brain Res Ctr, Haifa, Israel.
   Lipka, Orly; Meer, Yael, Univ Haifa, Dept Learning Disabil, Edmond J Safra Brain Res Ctr, Haifa, Israel.
   Baruch, Alona Forkosh, Tel Aviv Univ, Levinsky Coll Educ, Tel Aviv, Israel.}},
DOI = {{10.1080/13603116.2018.1427151}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Higher education; inclusive education; instructor; model of support;
   learning disabilities and/or ADHD}},
Keywords-Plus = {{HIGHER-EDUCATION; INCLUSIVE EDUCATION; DISABLED STUDENTS;
   COLLEGE-STUDENTS; TEACHERS; NEEDS; ADHD; STRATEGIES; SUCCESS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{olipka@edu.haifa.ac.il}},
Funding-Acknowledgement = {{Levinskey College, Israel}},
Funding-Text = {{This work was supported by Levinskey College, Israel.}},
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Number-of-Cited-References = {{52}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{25}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{HG4GJ}},
Unique-ID = {{ISI:000454933100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000454510000002,
Author = {Naples, Nancy A. and Mauldin, Laura and Dillaway, Heather},
Title = {{From the Guest Editors: Gender, Disability, and Intersectionality}},
Journal = {{GENDER \& SOCIETY}},
Year = {{2019}},
Volume = {{33}},
Number = {{1}},
Pages = {{5-18}},
Month = {{FEB}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Naples, NA (Reprint Author), Univ Connecticut, Unit 1068,844 Mansfield Rd, Storrs, CT 06269 USA.
   Naples, Nancy A., Univ Connecticut, Sociol \& Womens Gender \& Sexual Studies, Storrs, CT USA.
   Mauldin, Laura, Univ Connecticut, Family Studies \& Womens Gender \& Sexual Studies, Storrs, CT USA.
   Dillaway, Heather, Wayne State Univ, Sociol, Detroit, MI 48202 USA.}},
DOI = {{10.1177/0891243218813309}},
ISSN = {{0891-2432}},
EISSN = {{1552-3977}},
Keywords = {{disability; intersectionality; gender; sociology; feminist disability
   studies}},
Keywords-Plus = {{WOMEN; CAREWORK; NORMALCY; CHILDREN; MOTHERS; HEALTH}},
Research-Areas = {{Sociology; Women's Studies}},
Web-of-Science-Categories  = {{Sociology; Women's Studies}},
Author-Email = {{nancy.naples@uconn.edu}},
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Number-of-Cited-References = {{61}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Gend. Soc.}},
Doc-Delivery-Number = {{HF8RN}},
Unique-ID = {{ISI:000454510000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000454510000003,
Author = {Bailey, Moya and Mobley, Izetta Autumn},
Title = {{Work in the Intersections: A Black Feminist Disability Framework}},
Journal = {{GENDER \& SOCIETY}},
Year = {{2019}},
Volume = {{33}},
Number = {{1}},
Pages = {{19-40}},
Month = {{FEB}},
Abstract = {{A Black feminist disability framework allows for methodological
   considerations of the intersectional nature of oppression. Our work in
   this article is twofold: to acknowledge the need to consider disability
   in Black Studies and race in Disability Studies, and to forward an
   intersectional framework that considers race, gender, and disability to
   address the gaps in both Black Studies and Disability Studies. By
   employing a Black feminist disability framework, scholars of African
   American and Black Studies, Women's, Gender, and Sexuality Studies, and
   Disability Studies have a flexible and useful methodology through which
   to consider the historical, social, cultural, political, and economic
   reverberations of disability.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bailey, M (Reprint Author), Northeastern Univ, 265 Holmes Hall, Boston, MA 02115 USA.
   Bailey, Moya, Northeastern Univ, Cultures Soc \& Global Studies Dept, Boston, MA 02115 USA.
   Bailey, Moya, Northeastern Univ, Womens Gender \& Sexual Studies Program, Boston, MA 02115 USA.
   Mobley, Izetta Autumn, Univ Maryland, College Pk, MD 20742 USA.}},
DOI = {{10.1177/0891243218801523}},
ISSN = {{0891-2432}},
EISSN = {{1552-3977}},
Keywords = {{disability studies; Black studies; race; gender; intersectionality;
   feminism}},
Research-Areas = {{Sociology; Women's Studies}},
Web-of-Science-Categories  = {{Sociology; Women's Studies}},
Author-Email = {{m.bailey@northeastern.edu}},
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Number-of-Cited-References = {{70}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Gend. Soc.}},
Doc-Delivery-Number = {{HF8RN}},
Unique-ID = {{ISI:000454510000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000454510000007,
Author = {Egner, Justine E.},
Title = {{``The Disability Rights Community was Never Mine{''}: Neuroqueer
   Disidentification}},
Journal = {{GENDER \& SOCIETY}},
Year = {{2019}},
Volume = {{33}},
Number = {{1}},
Pages = {{123-147}},
Month = {{FEB}},
Abstract = {{Drawing from contemporary blog data, this article examines an emerging
   project termed ``neuroqueer.{''} Neuroqueer is a collaboration of
   activists, academics, and bloggers engaging in online community
   building. Neuroqueer requires those who engage in it to disidentify from
   both oppressive dominant and counterculture identities that perpetuate
   destructive medical model discourses of cure. It is a queer/crip
   response to discussions about gender, sexuality, and disability as
   pathology that works to deconstruct normative identity categories. Blog
   members employ neuroqueer practices to subversively combat exclusion
   through rejection of able-hetero assimilation and counteridentification
   in favor of disidentification. Of particular interest for this special
   issue are the ways in which neuroqueer perspectives build more fluid
   conceptualizations of both gender and intersectionality through
   conscious disidentification from neurotypical norms and medical notions
   of cure on which they are often unconsciously based.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Egner, JE (Reprint Author), Univ Wisconsin, 1725 State St,437A Wimberly Hall, La Crosse, WI 54601 USA.
   Egner, Justine E., Univ Wisconsin, Sociol, La Crosse, WI 54601 USA.}},
DOI = {{10.1177/0891243218803284}},
ISSN = {{0891-2432}},
EISSN = {{1552-3977}},
Keywords = {{neuroqueer; intersectionality; feminist disability studies; queer;
   neurodiversity; gender}},
Keywords-Plus = {{AUTISM; GENDER}},
Research-Areas = {{Sociology; Women's Studies}},
Web-of-Science-Categories  = {{Sociology; Women's Studies}},
Author-Email = {{Jegner@uwlax.edu}},
Cited-References = {{Annamma SA, 2013, RACE ETHNIC EDUC-UK, V16, P1, DOI 10.1080/13613324.2012.730511.
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Number-of-Cited-References = {{42}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Gend. Soc.}},
Doc-Delivery-Number = {{HF8RN}},
Unique-ID = {{ISI:000454510000007}},
DA = {{2020-03-18}},
}

@article{ ISI:000467982000002,
Author = {Grue, Jan},
Title = {{Inclusive Marginalisation? A Critical Analysis of the Concept of
   Disability, Its Framings and Their Implications in the United Nations
   Convention on the Rights of Persons with Disabilities}},
Journal = {{NORDIC JOURNAL OF HUMAN RIGHTS}},
Year = {{2019}},
Volume = {{37}},
Number = {{1}},
Pages = {{3-17}},
Month = {{JAN 2}},
Abstract = {{While eschewing an explicit definition, the United Nations Convention on
   the Rights of Persons with Disabilities (CRPD) understands `disability'
   primarily as the result of interactions between individually situated
   impairments and societally created barriers. This article draws on work
   in interdisciplinary disability studies to argue that the way
   `impairments' and `barriers' are framed in the Convention raises
   fundamental questions about (a) the standard of comparison for the
   Convention's stated goal of full and equal societal participation for
   disabled people; and (b) its recommended means of reasonable
   accommodation. The article further argues (a) that CRPD framings may
   facilitate practices of inclusion and accommodation at the individual,
   rather than the structural level; (b) that such practices risk inclusive
   marginalisation, i.e. partial inclusion without genuine equality of
   opportunity; and (c) that the normative goals of the CRPD require a more
   developed account of the structural and systemic causes of disability.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Grue, J (Reprint Author), Univ Oslo, Box 1140, N-0318 Blindern, Norway.
   Grue, Jan, Univ Oslo, Dept Special Needs Educ, Oslo, Norway.}},
DOI = {{10.1080/18918131.2019.1589165}},
ISSN = {{1891-8131}},
EISSN = {{1891-814X}},
Keywords = {{CRPD; disability; impairment; barriers; participation}},
Keywords-Plus = {{AUTISM}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Political Science}},
Author-Email = {{jan.grue@isp.uio.no}},
Cited-References = {{Antonetta Susanne, 2005, MIND APART TRAVELS N.
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Number-of-Cited-References = {{73}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Nord. J. Human Rights}},
Doc-Delivery-Number = {{HY2VU}},
Unique-ID = {{ISI:000467982000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000466601000004,
Author = {Marshall, Elizabeth and Kitsos, Robert and Gwiazda, Linnea and Shafer,
   Rowan},
Title = {{Embodying fairy tales: composition training in narrative, image, and
   performance{*}}},
Journal = {{THEATRE DANCE AND PERFORMANCE TRAINING}},
Year = {{2019}},
Volume = {{10}},
Number = {{1}},
Pages = {{38-50}},
Month = {{JAN 2}},
Abstract = {{In this article, the authors discuss the results of a semester-long
   collaborative teaching project that melded composition training
   practices with traditional literary methods in an interdisciplinary
   university course for performing and non-performing arts undergraduate
   students. Drawing on disability studies perspectives, students used
   light, sound, and movement to reform traditional fairy tales, including
   the Grimms' `Snow White', `Hansel and Gretel', and `Rumpelstiltskin' as
   well as Hans Christian Andersen's `The Steadfast Tin Soldier' and the
   `Little Mermaid' to challenge constructions of normalcy. This paper
   details the embodied practices and pedagogies used to train performing
   arts and non-performing arts students in composition techniques and to
   facilitate the creation of interdisciplinary performances that
   challenged the ableist ideologies contained within familiar fairy tale
   narratives.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1080/19443927.2018.1551812}},
ISSN = {{1944-3927}},
EISSN = {{1944-3919}},
Keywords = {{interdisciplinary teaching; interdisciplinary collaboration; composition
   training; fairy tales; performance studies; children's picture books;
   ableism; critical disability studies; higher education; children's
   literature}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Funding-Acknowledgement = {{Simon Fraser University Teaching and Learning Development Grant}},
Funding-Text = {{This project was supported by a Simon Fraser University Teaching and
   Learning Development Grant.}},
Cited-References = {{Andersen H.C., 2016, STEADFAST TIN SOLDIE.
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Number-of-Cited-References = {{32}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Theatr. Dance Perform. Train.}},
Doc-Delivery-Number = {{HW3NX}},
Unique-ID = {{ISI:000466601000004}},
DA = {{2020-03-18}},
}

@article{ ISI:000464564000002,
Author = {Bacon, Jessica K.},
Title = {{The impact of neoliberal school choice reforms on students with
   disabilities: perspectives from New York City}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2019}},
Volume = {{34}},
Number = {{1}},
Pages = {{24-45}},
Month = {{JAN 2}},
Abstract = {{This disability studies in education informed study unpacks effects of
   neoliberal reforms on students with disabilities in New York City
   schools. These reforms proliferated small themed schools, dismantled
   many large schools, and required students to apply to high school. This
   multi-site case study researched two high schools, one large and one
   small, with data from interviews and document review. Findings reveal
   how reforms forced large schools to accept many marginalized students
   with disabilities, while small schools employed tactics to avoid
   accepting many students with disabilities seen as having intensive
   needs. Finally, contextual analysis reveals how larger city politics
   perpetuated segregative ideologies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bacon, JK (Reprint Author), Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Montclair, NJ 07043 USA.
   Bacon, Jessica K., Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Montclair, NJ 07043 USA.}},
DOI = {{10.1080/09687599.2018.1509768}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{school reform; educational policy; neoliberalism; disability studies}},
Keywords-Plus = {{EDUCATION POLICY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{baconj@montclair.edu}},
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Number-of-Cited-References = {{43}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
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Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HT4WM}},
Unique-ID = {{ISI:000464564000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000451851500017,
Author = {Hallahan, Lorna},
Title = {{Disability Studies: An Interdisciplinary Introduction, 2nd edition}},
Journal = {{AUSTRALIAN SOCIAL WORK}},
Year = {{2019}},
Volume = {{72}},
Number = {{1}},
Pages = {{125-126}},
Month = {{JAN 2}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Hallahan, L (Reprint Author), Flinders Univ S Australia, Bedford Pk, SA, Australia.
   Hallahan, Lorna, Flinders Univ S Australia, Bedford Pk, SA, Australia.}},
DOI = {{10.1080/0312407X.2018.1525787}},
ISSN = {{0312-407X}},
EISSN = {{1447-0748}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{lorna.hallahan@flinders.edu.au}},
Cited-References = {{Goodley D., 2016, DISABILITY STUDIES I.
   Murphy Yvette, 2009, INCORPORATING INTERS.
   Oliver M., 1990, POLITICS DISABLEMENT.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Aust. Soc. Work}},
Doc-Delivery-Number = {{HC5OE}},
Unique-ID = {{ISI:000451851500017}},
DA = {{2020-03-18}},
}

@article{ ISI:000514931000014,
Author = {Dirth, Thomas P. and Adams, Glenn A.},
Title = {{Decolonial Theory and Disability Studies: On the Modernity/Coloniality
   of Ability}},
Journal = {{JOURNAL OF SOCIAL AND POLITICAL PSYCHOLOGY}},
Year = {{2019}},
Volume = {{7}},
Number = {{1}},
Pages = {{260-289}},
Abstract = {{This paper applies a decolonial approach to hegemonic psychological
   science by engaging marginalized knowledge perspectives of Disability
   Studies (DS) to reveal and disrupt oppressive knowledge formations
   associated with standard understandings of ability. In the first section
   of the paper, we draw upon mainstream DS scholarship to challenge
   individualistic orientations to disability (evident in the medical model
   and positive psychology perspectives) that pervade psychological
   science. The purpose of this approach is to normalize disability by
   thinking through disabled ways of being as viable and valuable. In the
   second section of the paper, we draw upon critical race and global
   disability perspectives to denaturalize hegemonic accounts of ability.
   Rather than essential properties of human bodies and minds, the
   capabilities of the modern subject reflect technological and ideological
   investments that enable a privileged few, while disabling the
   marginalized global majority. We conclude by discussing implications of
   decolonial theory for DS and ways in which considerations of disability
   subjectivity can inform the decolonial project.}},
Publisher = {{PSYCHOPEN}},
Address = {{UNIVERSITAETSRING 15, TRIER, 54296, GERMANY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dirth, TP (Reprint Author), Bemidji State Univ, Dept Psychol, 1600 Birchmont St NE, Bemidji, MN 56601 USA.
   Dirth, Thomas P., Bemidji State Univ, Dept Psychol, 1600 Birchmont St NE, Bemidji, MN 56601 USA.
   Adams, Glenn A., Univ Kansas, Dept Psychol, Lawrence, KS 66045 USA.}},
DOI = {{10.5964/jspp.v7i1.762}},
EISSN = {{2195-3325}},
Keywords = {{ability; coloniality; decolonial theory; denaturalization; disability;
   disability studies; global disability; neoliberalism; positive
   psychology; social model}},
Keywords-Plus = {{POSITIVE PSYCHOLOGY; HEALTH PSYCHOLOGY; SELF-ESTEEM; IDENTITY; POLITICS;
   WELL; CULTURE; WORLD; INTERSECTIONALITY; IDENTIFICATION}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Social}},
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Number-of-Cited-References = {{188}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Soc. Polit. Psychol.}},
Doc-Delivery-Number = {{KN6FF}},
Unique-ID = {{ISI:000514931000014}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000511138100007,
Author = {Anderson, Susan L. and Row-Heyveld, Lindsey and Shaw, Justin and
   Williams, Katherine Schaap},
Title = {{Disability in Early Modern Theatre}},
Journal = {{EARLY THEATRE}},
Year = {{2019}},
Volume = {{22}},
Number = {{2}},
Pages = {{143-156}},
Abstract = {{The introduction to this selection of essays briefly outlines the recent
   flourishing of scholarship in disability studies and its perhaps rather
   belated entry into the field of early modern drama. It discusses the
   broader opportunities presented by synthesizing developments in
   disability theory with research on early modern theatre and argues for
   the vital importance of historical disability scholarship. While
   introducing some of the directions that disability scholarship on early
   modern theatre might take, this introduction argues that studying early
   modern disability offers innovative ways of imagining difference in
   bodies and minds both in the past and now.}},
Publisher = {{ITER}},
Address = {{UNIV TORONTO LIBRARIES, STE 7009 130 ST GEORGE ST, TORONTO, ON M5S 1A5,
   CANADA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Anderson, SL (Reprint Author), Sheffield Hallam Univ, English, Sheffield S1 1WB, S Yorkshire, England.
   Anderson, Susan L., Sheffield Hallam Univ, English, Sheffield S1 1WB, S Yorkshire, England.}},
DOI = {{10.12745/et.22.2.3889}},
ISSN = {{1206-9078}},
Keywords-Plus = {{SHAKESPEARE}},
Research-Areas = {{Theater}},
Web-of-Science-Categories  = {{Theater}},
Author-Email = {{susan.anderson@shu.ac.uk}},
Cited-References = {{ANDERSON S, 2019, CULTURAL HIST DISABI, P6.
   Anderson Susan, 2008, PERFORMING DISABILIT, DOI DOI 10.3998/MPUB.309723.
   Bacon Francis, 2000, ESSAYES COUNSELS CIV.
   Baynton Douglas, 1997, DISABILITY STUDIES Q, V17, P82.
   Bearden Elizabeth B., 2019, MONSTROUS KINDS BODY, P1, DOI {[}10.3998/mpub.10014355, DOI 10.3998/MPUB.10014355].
   Clare Eli, 2017, BRILLIANT IMPERFECTI, pxvi, DOI {[}10.1215/9780822373520, DOI 10.1215/9780822373520].
   Davis Lennard J., 2002, BENDING BACKWARDS DI, P57.
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   Donaldson EJ, 2018, LITERAR DISABIL STUD, P109, DOI 10.1007/978-3-319-92666-7\_7.
   Fox Ann M, 2011, J LIT CULTURAL DISAB, V5, P1.
   Garland-Thomson Rosemarie, 1997, EXTRAORDINARY BODIES, P10.
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   Hobgood Allison, 2009, DISABILITY STUDIES Q, V29.4, DOI {[}10.18061/dsq.v29i4.991, DOI 10.18061/DSQ.V29I4.991].
   Hobgood Allison, 2013, RECOVERING DISABILIT, P7.
   Iyengar Sujata, 2015, DISABILITY HLTH HAPP, DOI {[}10.4324/9781315753119, DOI 10.4324/9781315753119].
   Johns Geoffrey A., 2015, DISABILITY HLTH HAPP, P41, DOI {[}10.4324/9781315753119, DOI 10.4324/9781315753119].
   Johnston Kirsty, 2016, DISABILITY THEATRE M, P1, DOI {[}10.5040/9781408185179, DOI 10.5040/9781408185179].
   Kudlick CJ, 2003, AM HIST REV, V108, P763, DOI 10.1086/529597.
   Love Genevieve, 2018, EARLY MODERN THEATRE, DOI {[}10.5040/9781350017238, DOI 10.5040/9781350017238].
   Mazzio Carla, 2008, INARTICULATE RENAISS, DOI {[}10.9783/9780812293401, DOI 10.9783/9780812293401].
   McRuer Robert, 2011, SHAKESQUEER QUEER CO, DOI {[}10.1215/9780822393337-034, DOI 10.1215/9780822393337-034].
   Metzler Irina, 2016, FOOLS IDIOTS INTELLE, DOI {[}10.7765/9781784996802, DOI 10.7765/9781784996802].
   Mitchell David T., 2000, NARRATIVE PROSTHESIS, DOI 10.3998/mpub.11523.
   MOULTON IF, 1996, SHAKESPEARE QUART, V47, P251, DOI 10.2307/2871377.
   Price M, 2015, HYPATIA, V30, P268, DOI 10.1111/hypa.12127.
   Rembis Michael, 2018, OXFORD HDB DISABILIT, DOI {[}10.1093/oxfordhb/9780190234959.001.0001, DOI 10.1093/0XF0RDHB/9780190234959.001.0001].
   RowHeyveld L, 2018, LITERAR DISABIL STUD, P1, DOI 10.1007/978-3-319-92135-8.
   SANDAHL C, 1999, THEATRE TOPICS, V9, P11, DOI DOI 10.1353/TT.1999.0006.
   Shake- speare Tom, 2014, DISABILITY RIGHTS WR, DOI {[}10.4324/9781315887456, DOI 10.4324/9781315887456].
   Shakespeare William, 2000, RICHARD III.
   Siebers Tobin, 2016, OXFORD HDB SHAKESPEA, DOI {[}10.1093/oxfordhb/9780199663408.001.0001, DOI 10.1093/0XF0RDHB/9780199663408.001.0001].
   Siebers Tobin, 2010, DISABILITY AESTHETIC, P3, DOI DOI 10.3998/MPUB.1134097.
   Thomas Carol, 2002, DISABILITY STUDIES T, P38.
   Torrey M, 2000, ENGL LITERARY RENAIS, V30, P123, DOI 10.1111/j.1475-6757.2000.tb01167.x.
   Williams KS, 2013, ENGL STUD, V94, P757, DOI 10.1080/0013838X.2013.840125.
   Williams Katherine Schaap, 2009, DISABILITY STUDIES Q, V29.4, DOI {[}10.18061/dsq.v29i4.997, DOI 10.18061/DSQ.V29I4.997].
   WILLIAMS KS, 2015, FAIR MAID EXCHANGE E, V82, P491, DOI DOI 10.1353/ELH.2015.0019.
   Wood DH, 2011, LIT COMPASS, V8, P280, DOI 10.1111/j.1741-4113.2011.00803.x.
   Wood David Houston, 2013, RICHARD III CRITICAL.
   Wright David, 2011, DOWNS HIST DISABILIT.}},
Number-of-Cited-References = {{41}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Early Theatre}},
Doc-Delivery-Number = {{KI1WJ}},
Unique-ID = {{ISI:000511138100007}},
DA = {{2020-03-18}},
}

@article{ ISI:000510711000003,
Author = {Armstrong, Charlotte},
Title = {{Representations of the Degenerate Condition from Source to Stage:
   Disability and Morality in Franz Schreker's Die Gezeichneten}},
Journal = {{CONTEMPORARY THEATRE REVIEW}},
Year = {{2019}},
Volume = {{29}},
Number = {{4}},
Pages = {{384+}},
Abstract = {{This article critically examines the colliding narratives of disability
   and degeneracy in Franz Schreker's Die Gezeichneten, and their
   reimagining and reinterpretation in Calixto Bieito's 2018 production at
   the Komische Oper Berlin. The treatment and fate of the physically
   disabled protagonist, Alviano, in the opera's narrative can be perceived
   as a vehicle for sociocultural commentary regarding the aesthetic ideals
   of health and beauty, as well as serving as an allegory for Schreker's
   own reception in light of the cultural anxiety of degeneracy. I argue
   that Bieito's production saw the amplification of the work's aspects of
   cultural critique to create a disconcertingly modern drama of child
   sexual abuse. Drawing upon the insights of disability studies, this
   paper will illustrate the way in which, in this production, the
   protagonist's paedophilic desires align him with certain archetypes of
   disability representation. Conversely, the presentation of Alviano as
   physically/visibly non-disabled will be unpicked in order to demonstrate
   that, whilst the physical component of his disability is excluded, its
   figurative significance is emphasised almost beyond recognition. The
   subsequent analysis of the noblemen and their activities on Elysium
   provides valuable insights into the ways in which Bieito's production
   upholds the aspects of Schreker's original that constitute a form of
   cultural commentary by updating the composer's allusion to a
   `degenerate' society for a contemporary audience.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Armstrong, C (Reprint Author), Univ York, Dept Mus, York, N Yorkshire, England.
   Armstrong, Charlotte, Univ York, Dept Mus, York, N Yorkshire, England.}},
DOI = {{10.1080/10486801.2019.1657103}},
ISSN = {{1048-6801}},
EISSN = {{1477-2264}},
Research-Areas = {{Theater}},
Web-of-Science-Categories  = {{Theater}},
Funding-Acknowledgement = {{Arts and Humanities Research Council {[}AH/1641496]}},
Funding-Text = {{This work was supported by the Arts and Humanities Research Council
   {[}AH/1641496].}},
Cited-References = {{Adorno Theodor, 1998, QUASI FANTASIA ESSAY, P130.
   {[}Anonymous], 2018, WHAT LIES GEZ KOM OP.
   Bekker Paul, 1983, F SCHREKER STUDIE KR, P11.
   Beyer B, 2011, OPERA QUART, V27, P307, DOI 10.1093/oq/kbro26.
   Bieito Calixto, 2018, PROGRAMME F SCHREKER, P5.
   Blech Volker, 2018, BERLINER MORGENPOST.
   Canning Hugh, 2010, SUNDAY TIMES.
   Chamberlin J. Edward, 1985, DEGENERATION DARK SI, pix.
   Davidson M, 2018, CAMBRIDGE COMPANION TO LITERATURE AND DISABILITY, P74.
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   Duchen Jessica, 2015, INDEPENDENT.
   FRANKLIN P, 1983, P ROY MUSIC ASSOC, V109, P134.
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   Franklin Peter, 2011, SEEING MUSIC GENDER, P48.
   Garland- Thomson Rosemarie, 1996, FREAKERY CULTURAL SP, P2.
   Grossmann Stephanie, 2009, ARS SEMEIOTICA, V32, P357.
   Hailey C, 2002, TEMPO, V219, P2.
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   Hailey Christopher, 1993, F SCHREKER 1878 1934, P234.
   Hevey David, 1992, CREATURES TIME FORGO, P53.
   Jung C.G., 2014, ARCHETYPES COLLECTIV, V9, P151.
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   Kreuzer G, 2011, OPERA QUART, V27, P303, DOI 10.1093/oq/kbr027.
   Kreuzer G, 2011, OPERA QUART, V27, P149, DOI 10.1093/oq/kbr031.
   Levin David J., 2007, UNSETTLING OPERA STA.
   Levin David J, 1997, CAMB OPERA J, V9/1, P47.
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   McRuer Robert, 2012, SEX DISABIL, P1, DOI DOI 10.1215/9780822394877.
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   Muller Ulrich, 2014, OXFORD HDB OPERA, P582.
   Nietzsche Friedrich, 1911, CASE WAGNER NIETZSCH, P16.
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   Poore Carol, 2007, DISABILITY 20 CENTUR, P52.
   Risi C, 2011, OPERA QUART, V27, P283, DOI 10.1093/oq/kbr025.
   Sannemann Kaspar, 2018, OPERA AKTUELL   0121.
   Schreker Franz, 1921, MUSIKBLATTER ANBRUCH.
   Schreker Franz, 1921, MUSIKBLATTER ANBRUCH.
   Schreker Franz, 2013, GEZEICHNETEN.
   Schreker Franz, 1918, GEZEICHNETEN EINFUHR, P17.
   Sheil Aine, 2012, OPERA VIDEO TECHNOLO, P129.
   Shirley Hugo, 2018, BACHTRACK       0123.
   Simon Jesse, 2018, SECRET SHAME.
   Smith, HIDEOUS PROGENY DISA, P83.
   Steinberg MP, 2005, NEW GER CRIT, P51.
   Thomson Rosemarie Garland, 1996, FREAKERY CULTURAL SP.
   Tolli A, 2018, BRAIN INJURY, V32, P1465, DOI 10.1080/02699052.2018.1497203.
   Wilson A, 2013, CAMB OPERA J, V25, P185, DOI 10.1017/S0954586713000062.
   Wright Sarah, 2004, J SPAN CULT STUD, V5, P317.
   Ziegler Hans Severus, 1938, ENTARTE MUSIC ABRECH, P13.}},
Number-of-Cited-References = {{56}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Contemp. Theatre Rev.}},
Doc-Delivery-Number = {{KH5SS}},
Unique-ID = {{ISI:000510711000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000506149800004,
Author = {Burger, Bibi},
Title = {{``Already half animal{''}: object oriented ontologies, disability
   studies and Siegfried (Willem Anker)}},
Journal = {{TYDSKRIF VIR LETTERKUNDE}},
Year = {{2019}},
Volume = {{56}},
Number = {{2}},
Pages = {{28-37}},
Abstract = {{Willem Anker's debut novel, Siegfried, deals with the experiences of the
   eponymous character, who is mentally disabled and whose hands and feet
   are webbed. In this article, an attempt is made to investigate how the
   theories of Deleuze and Guattari, as well as object oriented ontologies,
   can be used to argue that the representation of the character of
   Siegfried involves a blurring of the boundaries between the human and
   the nonhuman. The second aim of this article is to establish whether
   such a blurring is ethically problematic, given the cruel ways in which
   people considered less human than others are often treated. Where the
   first aim is concerned, it is argued that Siegfried's interaction with
   the world challenges hegemonic ideas of human subjectivity, especially
   ideas of what constitutes normal humanity. In the character of Siegfried
   traces are found of what can be described, in Deleuze and Guattari's
   terms, as becomings. These becomings serve as lines of flight from
   blocked forms of human subjectivity. The boundaries between what is
   considered human and what is considered nonhuman are therefore indeed
   blurred. Concerning the second aim, it is argued that the novel can be
   read as a critique of the ways in which society treats disabled people,
   and that it can therefore be brought into dialogue with disability
   studies. The potential for object oriented ontologies to be apolitical
   (and even unethical, in this respect), is countered in the analysis of
   the novel by disability studies' activism and social commentary.}},
Publisher = {{UNIV PRETORIA}},
Address = {{TYDSKRIF VIR LETTERKUNDE ASSOC, FAC ECONOMIC \& MANAGEMENT SCIENCES,
   GW-HSB 15-28 HUMANITIES BLDG, PRETORIA, 0002, SOUTH AFRICA}},
Type = {{Article}},
Language = {{Afrikaans}},
Affiliation = {{Burger, B (Reprint Author), Univ Stellenbosch Voltooi, Dept Afrikaans Nederlands, Stellenbosch, South Africa.
   Burger, Bibi, Univ Stellenbosch Voltooi, Dept Afrikaans Nederlands, Stellenbosch, South Africa.}},
DOI = {{10.17159/2309-9070/tvl.v.56i2.4423}},
ISSN = {{0041-476X}},
Keywords = {{becoming animal; Deleuze and Guattari; disability studies; object
   oriented ontologies; Siegfried; Willem Anker}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{bibiburger30@gmail.com}},
Cited-References = {{Abram D, 1996, SPELL SENSUOUS PERCE.
   Amin A., 2002, CITIES REIMAGINING U.
   Anker Willem, 2007, NOMADIESE SELF SKISO.
   Anker Willem, 2007, SIEGFRIED.
   Anker Willem, 2013, N BOSLUIS BILLY KID.
   Barendse JM, 2017, TYDSKR LETT, V54, P74, DOI {[}10.17159/tvl.v.54i2.1314, 10.17159/2309-9070/tvl.v.54i2.1314].
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   Bottomley C, 2015, EMERG THEMES EPIDEMI, V12, DOI 10.1186/s12982-014-0022-3.
   Bryant Levi, 2011, DEMOCRACY OBJECTS.
   Cella MJC, 2013, ISLE-INTERDISCIP STU, V20, P574, DOI 10.1093/isle/ist053.
   Chaudari Shamiega, 2017, LITNET AKAD, V14, P66.
   Deleuze G., 1988, SPINOZA PRACTICAL PH.
   Deleuze G., 1987, 1000 PLATEAUS.
   Dolphijn R., 2012, NEW MAT INTERVIEWS C.
   Durbeck Gabriele, 2015, ECOZON, V6, P118.
   Eagleton T., 2016, MATERIALISM.
   Feely M, 2016, DISABIL SOC, V31, P863, DOI 10.1080/09687599.2016.1208603.
   Grandin Temple, 2005, ANIMALS TRANSLATION.
   Greyling Franci, 2015, LITNET AKAD, V12, P308.
   Hegel Georg Wilhelm Friedrich, 2017, PHENOMENOLOGY MIND.
   Keane Webb, 2005, MATERIALITY, P182, DOI DOI 10.1215/9780822386711-008.
   Kristeva Julia., 1982, POWERS HORROR ESSAY.
   Mbembe A, 2003, PUBLIC CULTURE, V15, P11, DOI 10.1215/08992363-15-1-11.
   Merleau Ponty Maurice, 2005, PHENOMENOLOGY PERCEP.
   Meyer S., 2015, LITNET AKAD, V12, P69.
   Meyer S, 2014, LITERATOR, V35, DOI 10.4102/lit.v35i2.1080.
   Mies Maria, 2014, ECOFEMINISM, P218.
   Morton T, 2016, DARK ECOLOGY LOGIC F.
   Neimanis Astrida, 2017, BODIES WATER POSTHUM.
   Seem M., 2000, ANTIOEDIPUS CAPITALI.
   Silberman Steve, 2015, NEUROTRIBES LEGACY A.
   Smith S., 2014, LITNET AKAD, V11, P749.
   Smith S., 2012, LITNET AKAD, V9, P887.
   Viljoen Babette, 2012, FOKALISASIE VERTELIN.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Tydskr. Lett.}},
Doc-Delivery-Number = {{KA9VY}},
Unique-ID = {{ISI:000506149800004}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000503422100024,
Author = {Zinovyeva, I, Valentina and Naumova, Natalya Z. and Bersenev, V, Maksim
   and Shulmin, Maksim P.},
Title = {{FORMING A POSITIVE ATMOSPHERE IN RELATION TO PERSONS WITH DISABILITIES
   IN THE EDUCATIONAL SPACE OF THE UNIVERSITY}},
Journal = {{VESTNIK TOMSKOGO GOSUDARSTVENNOGO UNIVERSITETA ISTORIYA-TOMSK STATE
   UNIVERSITY JOURNAL OF HISTORY}},
Year = {{2019}},
Volume = {{61}},
Pages = {{192-195}},
Abstract = {{The article covers the topic of constructing an inclusive reality as an
   understanding of the development of the potential forces of students
   with disabilities in the university educational space. A factor of this
   process is the creation of a positive internal atmosphere from the
   administration, faculty, and students.
   The goal is to analyze existing ideas in universities regarding
   inclusion and actions for its implementation based on opinion polls.
   The main problem of society is the transition from the medical model of
   disability, according to which a person with a disability is regarded as
   helpless, in need of support from other people, to a social model, the
   basis of which is the conclusion about the support of people with
   disabilities in the development of their abilities and potential.
   Creation of personal meanings of teachers and students in this direction
   means a turn in the personal and corporate culture, a new level of
   social development of society. The basis of these changes is the
   traditional values of people's mental consciousness: collectivism,
   mutual aid, and partnership.
   In the literature, this issue received coverage and development in the
   works of Gerasimov A.V., Inderbaum E.L., Pozdnyakova I.O., Aleksandrova
   E.V. It shows that the indicators of involvement of persons with
   disabilities in the higher education system remain low, in the practice
   of educational institutions the distance from such students is not
   eliminated, and there is an urgent need to develop a model of
   interaction with them in university communities.
   The results of a sociological survey among students of TUSUR and TSU
   (234 respondents) suggest that the attitude towards persons with
   disabilities is more positively demonstrated in those academic groups
   where they do not exist, which indirectly confirms the existence of
   exclusion. Regardless of whether people with disabilities study in
   groups or not, it can be argued that half of the respondents in both
   groups adhere to the accepting position and this characterizes the
   atmosphere in universities as positive. However, in their content, these
   views are based on the traditional values of national identity
   (collectivism and mutual assistance), but do not go beyond the medical
   model, the excluding attitude (potential discrimination) remains high.
   The desire to provide assistance to such students in order to level
   their capabilities was demonstrated by the overwhelming majority of
   teachers, including on the basis of their own positions in determining
   the nature of assistance. More than half of the faculty members are
   positive about the content of inclusion and the need to develop the
   potential of such students. At the same time, about a third of
   respondents from the community of teachers and the student community are
   ready to the inclusion as an ideology of learning and a navigator of
   self-development of a person with a disability.}},
Publisher = {{TOMSK STATE UNIV}},
Address = {{LENIN AVE, 36, TOMSK, 634050, RUSSIA}},
Type = {{Article}},
Language = {{Russian}},
Affiliation = {{Zinovyeva, VI (Reprint Author), Tomsk State Univ Control Syst \& Radioelect, Tomsk, Russia.
   Zinovyeva, Valentina, I; Bersenev, Maksim, V; Shulmin, Maksim P., Tomsk State Univ Control Syst \& Radioelect, Tomsk, Russia.
   Naumova, Natalya Z., Tomsk State Univ, Tomsk, Russia.}},
DOI = {{10.17223/19988613/61/24}},
ISSN = {{1998-8613}},
EISSN = {{2311-2387}},
Keywords = {{students with disabilities; inclusion; exclusion; medical and social
   models of disability}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{valenti-na.zinoviyeva@gmail.com
   if.tgu@mail.ru
   m.bersenev@gmail.com
   scoobi@inbox.ru}},
ResearcherID-Numbers = {{Zinoveva, Valentina/AAD-4532-2020
   Bersenev, Maxim/AAD-2836-2020
   Shulmin, Maxim/AAD-3108-2020}},
Cited-References = {{Aleksandrova E. V., 2017, CHELOVEK OBSHCHESTVO, V3, P12.
   Fominykh S.F., 2013, SIBIRSKIE ISTORICHES, V1, P67.
   Gerasimov A. V., 2018, CHELOVEK OBSHCHESTVO, V4, P13.
   Inderbaum E.L., 2018, CHELOVEK OBSHCHESTVO, V3, P90.}},
Number-of-Cited-References = {{4}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Vestn. Tomsk. Gos. Univ. Istoriya-Tomsk State Univ. J. Hist.}},
Doc-Delivery-Number = {{JX0GJ}},
Unique-ID = {{ISI:000503422100024}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000502137700021,
Author = {Vaz, Daniela Virginia and Moraes Antunes, Ana Amelia and Cavalcanti
   Furtado, Sheyla Rossana},
Title = {{Strains and possibilities in rehabilitation with regard to disability
   studies}},
Journal = {{CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL-BRAZILIAN JOURNAL OF
   OCCUPATIONAL THERAPY}},
Year = {{2019}},
Volume = {{27}},
Number = {{4}},
Pages = {{917-928}},
Abstract = {{This is an essay about the literature from the field of disability
   studies. It analyses rehabilitation ideologies and practices that
   contribute to the systematic oppression of people with disabilities. The
   criticism coming from disability studies points to conflicts of interest
   between rehabilitation professionals and people with disabilities, power
   disparities in clinical decision-making, ableist biases in care
   processes, and the invisibility of these issues in professional
   training. Although there is great interest among professionals in moving
   on from outdated models of functioning and adopting the International
   Classification of Functioning, Disability and Health, its uncritical use
   may result in empty discourse with limited practical improvement. To
   avoid that, some concrete options for change in practice and education
   of physical and occupational therapy are analyzed. The first step is
   guaranteeing access of people with disabilities to university education.
   Academic research not only about but by people with disabilities will
   bring great advances. Educational interventions to improve attitudes and
   behaviors of students and professors towards people with disabilities
   can also produce sensible change. Additionally, client centered practice
   directed to increasing participation of people with disabilities is
   needed. Social criticism demands that rehabilitation expand its focus
   from satisfying needs to combating oppression. Rehabilitation needs
   constitute a practice for advancing human rights and social justice
   together with people with disabilities.}},
Publisher = {{CUBA EDITORA}},
Address = {{CUBA EDITORA, SAO CARLOS, 00000, BRAZIL}},
Type = {{Article}},
Language = {{Portuguese}},
Affiliation = {{Vaz, DV (Reprint Author), Univ Fed Minas Gerais, Ave Pres Antonio Carlos 6627, BR-31270901 Belo Horizonte, MG, Brazil.
   Vaz, Daniela Virginia; Moraes Antunes, Ana Amelia; Cavalcanti Furtado, Sheyla Rossana, Univ Fed Minas Gerais, Ave Pres Antonio Carlos 6627, BR-31270901 Belo Horizonte, MG, Brazil.
   Moraes Antunes, Ana Amelia, Rede SARAH Hosp Reabilitacao, Belo Horizonte, MG, Brazil.}},
DOI = {{10.4322/2526-8910.ctoARF1651}},
ISSN = {{2526-8910}},
Keywords = {{Rehabilitation; International Classification of Functioning; Disability
   and Health; Social Participation; Human Rights}},
Keywords-Plus = {{DUCHENNE MUSCULAR-DYSTROPHY; INTERNATIONAL CLASSIFICATION;
   PHYSICAL-DISABILITY; DISABLED PEOPLE; HIGH-QUALITY; HEALTH; LIFE;
   PROFESSIONALS; PARADOX; PARTICIPATION}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{danielavvaz@gmail.com}},
Cited-References = {{ABBERLEY P, 1995, DISABIL SOC, V10, P221, DOI 10.1080/09687599550023660.
   Albrecht GL, 1999, SOC SCI MED, V48, P977, DOI 10.1016/S0277-9536(98)00411-0.
   ALMEIDA M. C., 2000, THESIS.
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Number-of-Cited-References = {{55}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Cad. Bras. Ter. Ocup.}},
Doc-Delivery-Number = {{JV1OK}},
Unique-ID = {{ISI:000502137700021}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000501617400029,
Author = {Symeonidou, Simoni and Chrysostomou, Marianna},
Title = {{`I got to see the other side of the coin': Teachers' understandings of
   disability-focused oppressive and anti-oppressive pedagogies}},
Journal = {{INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}},
Year = {{2019}},
Volume = {{98}},
Pages = {{356-365}},
Abstract = {{This paper contains an exploration of teachers' understandings of
   disability-focused oppressive and anti-oppressive pedagogies. The
   framework of the study draws from the literature on inclusive and
   anti-oppressive pedagogies. Analysis of teachers' interviews before and
   after their engagement in a programme of professional development, and
   other sources (e.g., teachers' lesson plans, handouts, reflective
   diaries, learners' artefacts), shed light on how they understand
   oppressive and anti-oppressive pedagogies. At the same time, the data
   reveal some promising curricular and teaching approaches stemming from
   teachers' interaction with ideas from disability studies and disability
   narratives and arts. The discussion focuses on how the identified key
   elements of disability-focused anti-oppressive pedagogies can add to
   existing work on anti-oppressive education.}},
Publisher = {{ELSEVIER SCI LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Symeonidou, S (Reprint Author), Univ Cyprus, Dept Educ, POB 20537, CY-1678 Nicosia, Cyprus.
   Symeonidou, Simoni; Chrysostomou, Marianna, Univ Cyprus, Dept Educ, POB 20537, CY-1678 Nicosia, Cyprus.}},
DOI = {{10.1016/j.ijer.2019.09.012}},
ISSN = {{0883-0355}},
Keywords = {{Anti-oppressive pedagogies; Disability; Education; Curriculum; Teaching}},
Keywords-Plus = {{POSITIVE ATTITUDES; EDUCATION; INCLUSION; CURRICULUM; WORKING;
   KNOWLEDGE; CHILDREN; SCHOOL}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{symeonidou.simoni@ucy.ac.cy
   mariannachryso@yahoo.com}},
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Number-of-Cited-References = {{43}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Educ. Res.}},
Doc-Delivery-Number = {{JU3ZO}},
Unique-ID = {{ISI:000501617400029}},
DA = {{2020-03-18}},
}

@article{ ISI:000497291500008,
Author = {Reynolds, Joel Michael},
Title = {{The Meaning of Ability and Disability}},
Journal = {{JOURNAL OF SPECULATIVE PHILOSOPHY}},
Year = {{2019}},
Volume = {{33}},
Number = {{3}},
Pages = {{434-447}},
Abstract = {{I argue that the foundational question of continental philosophy of
   disability is the question of the meaning of ability. Engaging a range
   of canonical texts across the Western intellectual tradition, I explore
   three hermeneutic pathways toward this question, concluding with a
   discussion of its larger sociopolitical and philosophical stakes.}},
Publisher = {{PENN STATE UNIV PRESS}},
Address = {{820 NORTH UNIV DRIVE, U S B 1, STE C, UNIVERSITY PK, PA 16802 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Reynolds, JM (Reprint Author), Univ Massachusetts Lowell, Lowell, MA 01854 USA.
   Reynolds, Joel Michael, Univ Massachusetts Lowell, Lowell, MA 01854 USA.}},
DOI = {{10.5325/jspecphil.33.3.0434}},
ISSN = {{0891-625X}},
EISSN = {{1527-9383}},
Keywords = {{philosophy of disability; continental philosophy; disability studies;
   history of philosophy; ableism}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
ORCID-Numbers = {{Reynolds, Joel/0000-0002-9640-5082}},
Cited-References = {{Aristotle, 1984, BOLLINGEN SERIES.
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Number-of-Cited-References = {{24}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Specul. Philos.}},
Doc-Delivery-Number = {{JO0QJ}},
Unique-ID = {{ISI:000497291500008}},
DA = {{2020-03-18}},
}

@article{ ISI:000496192100001,
Author = {Tefera, Adai A. and Hernandez-Saca, David and Lester, Ashlee M.},
Title = {{Troubling the Master Narrative of ``Grit{''}: Counterstories of Black
   and Latinx Students with Dis/abilities During an Era of
   ``High-Stakes{''} Testing}},
Journal = {{EDUCATION POLICY ANALYSIS ARCHIVES}},
Year = {{2019}},
Volume = {{27}},
Abstract = {{In this study we trouble the notion of ``grit{''} and ``high-stakes{''}
   testing by focusing on the experiences and perspectives of Black and
   Latinx students labeled with dis/abilities with the California High
   School Exit Exam (CAHSEE). Through interviews, focus groups, and
   classroom observations with 15 Black and Latinx students labeled with
   dis/abilities, we utilize the power of student voice and counterstories
   to problematize the master narrative of a ``grit{''}/no ``grit{''}
   binary in education policy discourse. This binary has contributed to an
   educational culture that reinforces victim blaming, reifies inequities
   for Black and Latinx students with dis/abilities, and undermines
   students' emotional wellbeing. Harnessing the power of the students'
   experiences and perspectives, we conclude with recommendations for
   policy and practice.}},
Publisher = {{ARIZONA STATE UNIV, MARY LOU FULTON TEACHERS COLL}},
Address = {{PO BOX 37100, PHOENIX, AZ 85069 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Tefera, AA (Reprint Author), Virginia Commonwealth Univ, Sch Educ, Richmond, VA 23284 USA.
   Tefera, Adai A., Virginia Commonwealth Univ, Sch Educ, Richmond, VA 23284 USA.
   Hernandez-Saca, David, Univ Northern Iowa, Cedar Falls, IA USA.
   Lester, Ashlee M., Virginia Commonwealth Univ, Educ Psychol, Richmond, VA 23284 USA.}},
DOI = {{10.14507/epaa.26.3380}},
EISSN = {{1068-2341}},
Keywords = {{high-stakes testing; grit; students of color with dis/abilities; urban
   schooling; Disability Studies in Education}},
Keywords-Plus = {{CRITICAL RACE THEORY; EDUCATIONAL-POLICY; INTERSECTIONALITY; DISABILITY;
   RACIALIZATION; PERSPECTIVES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{aatefera@vcu.edu
   david.hernandez-saca@uni.edu
   lesteram2@mymail.vcu.edu}},
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   Young Michael, 1958, RISE MERITOCRACY.}},
Number-of-Cited-References = {{84}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Educ. Policy Anal. Arch.}},
Doc-Delivery-Number = {{JM4NC}},
Unique-ID = {{ISI:000496192100001}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000496427300001,
Author = {Hidalgo de la Guia, Irene and Garayzabal Heinze, Elena},
Title = {{Phonological differences between syndromes with neurodevelopmental
   disorders: evidences from the most frequent phonological processes}},
Journal = {{REVISTA DE INVESTIGACION EN LOGOPEDIA}},
Year = {{2019}},
Volume = {{9}},
Number = {{2}},
Pages = {{81-106}},
Abstract = {{Neurodevelopmental disorders present in different genetic disorders such
   as Down syndrome, Williams syndrome and Smith Magenis syndrome underlie
   the cognitive, behavioral and linguistic characteristics of people who
   suffer from them. Despite theses three genetic disorders have phenotype
   aspects in common, like intellectual disability, studies show that each
   syndrome has different linguistic profiles. Regarding the phonetic and
   phonological abilities of people with these three syndromes,
   peculiarities have been identified related to the way they develop their
   phonology. That might mean certain specificity of some phonological
   patterns for each syndrome. A prolix description about these phonic
   profiles implies an advance in the speech assessment process and an
   improvement in the effectiveness of speech therapy by the design of
   specific therapy tools for the linguistic conditions of each alteration.
   Thus, the speech of three groups of children, teenagers and adults with
   Down syndrome (DS), Williams syndrome (WS) and Smith Magenis syndrome
   (SMS) has been evaluated. The first one consists of 13 cases, the second
   group with SW is made up of 15 cases and the group with SMS is formed by
   21 participants. The speech analysis has been carried out from the
   productive level by tasks of naming, repetition and spontaneous speech
   samples. The results represent significant findings that allow us to
   deepen the most active phonological processes in each of these three
   populations with intellectual disabilities. These findings highlight
   that it is necessary a thorough description of the specific linguistic
   profiles for each disease with neurodevelopmental disorders.}},
Publisher = {{UNIV CASTILLA-LA MANCHA}},
Address = {{C/ ALTAGRACIA 50, CIUDAD REAL, 13071, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{de la Guia, IH (Reprint Author), Univ Autonoma Madrid, Madrid, Spain.
   Hidalgo de la Guia, Irene; Garayzabal Heinze, Elena, Univ Autonoma Madrid, Madrid, Spain.}},
DOI = {{10.5209/rlog.62942}},
ISSN = {{2174-5218}},
Keywords = {{Down syndrome; Williams syndrome; Smith Magenis syndrome; phonological
   processes; phonetic and phonological profile}},
Keywords-Plus = {{WILLIAMS-SYNDROME; ORAL-MOTOR; CHILDREN; SPEECH; ABILITIES; LANGUAGE;
   FEATURES; MEMORY}},
Research-Areas = {{Linguistics}},
Web-of-Science-Categories  = {{Linguistics}},
Author-Email = {{irenehidalgodelaguia@gmail.com}},
Cited-References = {{Antonell A, 2006, REV NEUROLOGIA S1, V42, P569.
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Number-of-Cited-References = {{51}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Rev. Investig. Logop.}},
Doc-Delivery-Number = {{JM7ZD}},
Unique-ID = {{ISI:000496427300001}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000496823400003,
Author = {Waitoller, Federico R. and Beasly, Leatrice and Gorham, Aja and Kang,
   Veronica Y.},
Title = {{Towards an inclusive intersectional education: The case of
   African-American and Latino students with disabilities in Chicago}},
Journal = {{REVISTA PUBLICACIONES}},
Year = {{2019}},
Volume = {{49}},
Number = {{3}},
Pages = {{37-55}},
Abstract = {{The purpose of the article is to examine processes of inclusion and
   exclusion for students who experience intersecting forms of exclusion.
   The paper will draw from a critical theory of space and urban
   development and critical theories of disability and race to analyze the
   experiences of Black and Latino students with disabilities with
   neoliberal approaches to deliver public education in the City of
   Chicago. Though these reforms in education have promised to expand
   quality educational options to families otherwise assigned to
   underperforming schools, they have also generated new forms of
   educational exclusion that uniquely affect Black and Latino students
   with disabilities. Naming this inclusion/exclusion paradox neoliberal
   inclusionism, I make a case for an intersectional inclusive education.}},
Publisher = {{EDITORIAL UNIV GRANADA}},
Address = {{ANTIGUO COLEGIO MAXIMO, CAMPUS CARTUJA, GRANADA, 18071, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Waitoller, FR (Reprint Author), Univ Illinois, Chicago, IL 60607 USA.
   Waitoller, Federico R.; Beasly, Leatrice; Gorham, Aja; Kang, Veronica Y., Univ Illinois, Chicago, IL 60607 USA.}},
DOI = {{10.30827/publicaciones.v49i3.11403}},
ISSN = {{1577-4147}},
EISSN = {{2530-9269}},
Keywords = {{inclusive education; disability; neoliberalism; critical space theory;
   disability studies}},
Keywords-Plus = {{CULTURALLY SUSTAINING PEDAGOGY; DISPROPORTIONATE REPRESENTATION;
   MINORITY-STUDENTS; IDENTITY; SCHOOLS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{fwaitoll@uic.edu
   lbeasl3@uic.edu
   agorha2@uic.edu
   vkang2@uic.edu}},
Cited-References = {{Ainscow M, 2006, IMPROV LEARN TLRP, P1.
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   Young I. M., 1990, JUSTICE POLITICS DIF.}},
Number-of-Cited-References = {{68}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Rev. Publ.}},
Doc-Delivery-Number = {{JN3TY}},
Unique-ID = {{ISI:000496823400003}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000491346900001,
Author = {Morris, Ceri and Milton, Emmajane and Goldstone, Ross},
Title = {{Case study: suggesting choice: inclusive assessment processes}},
Journal = {{HIGHER EDUCATION PEDAGOGIES}},
Year = {{2019}},
Volume = {{4}},
Number = {{1}},
Pages = {{435-447}},
Abstract = {{This project aimed to explore staff and student opinions on the
   introduction of choice in assessment, drawing upon the principles of
   Inclusive Pedagogy, Disability Studies and Universal Design. The mixed
   methods research explored the possibility that students may feel more
   positively supported during the assessment and feedback process if a
   range of methods of assessment are available.
   There was overall support for the proposal, but with some reservations,
   for example, parity between the different modes of assessment, and
   student access to different forms of assessment to develop employability
   skills would need to be planned. Inclusive assessment and feedback
   processes in Higher Education are essential if the diversity of our
   students is to be recognised. However, this needs to be balanced with
   the need to develop a range of life skills. Therefore, choice in
   assessment methods needs to be designed with clear strategies for skills
   development, and targeted individualised support.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Morris, C (Reprint Author), Cardiff Univ, Sch Social Sci, Glamorgan Bldg,King Edward Vii Ave, Cardiff CF10 3WT, S Glam, Wales.
   Morris, Ceri; Milton, Emmajane; Goldstone, Ross, Cardiff Univ, Sch Social Sci, Glamorgan Bldg,King Edward Vii Ave, Cardiff CF10 3WT, S Glam, Wales.
   Morris, Ceri, Cardiff Metropolitan Univ, Qual Enhancement Directorate, Western Ave, Cardiff CF5 2YB, S Glam, Wales.}},
DOI = {{10.1080/23752696.2019.1669479}},
ISSN = {{2375-2696}},
Keywords = {{Inclusion; assessment; higher education; additional learning needs;
   Universal Design for learning (UDL)}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{CEAMorris@cardiffmet.ac.uk}},
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Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{High. Educ. Pedagog.}},
Doc-Delivery-Number = {{JF4GX}},
Unique-ID = {{ISI:000491346900001}},
OA = {{DOAJ Gold, Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000484344000003,
Author = {Namli, Sevinc and Suveren, Sibel},
Title = {{Adaptation Levels and Expectations of Students with Disabilities in
   Physical Education and Sports Departments of Universities}},
Journal = {{ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM
   DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF
   SPECIAL EDUCATION}},
Year = {{2019}},
Volume = {{20}},
Number = {{3}},
Pages = {{445-469}},
Abstract = {{This research aims to determine the adaptations and expectations of the
   students with disabilities, who study in the physical education and
   sports departments, to their deparments. The research, which is composed
   of explanatory sequential design out of the mixed approach designs and
   in which quantitative and qualitative approaches are used together, were
   made with the participation of all the students with disabilities
   studying in physical education and sports departments of 21 universities
   in Turkey during 2015-2016 academic year. 71 students including 27 with
   visual impairments, 9 with hearing impairments and 38 with physically
   impairments participated in the quantitative section of the research. 11
   students including 4 with visually impairments, 3 with hearing
   impairments and 4 with physically impairments participated in the
   qualitative section. ``Adaptation Scale of Students with Disabilities
   Studying in Physical Education and Sports Departments{''} and
   ``Semi-structured Interview Form{''} were used as data collection tools.
   While the participants with visually impairments and physically
   impairments emphasized the issue of organizing the physical areas and
   problems in the practical lessons, the participants with hearing
   impairments were found to have problems in theoretical lessons. It was
   determined that the students with disabilities have common expectations,
   such as instructors sparing more time for them during the lessons.}},
Publisher = {{ANKARA UNIV, FAC EDUCATIONAL SCIENCES}},
Address = {{CEBECI, ANKARA, 06590, TURKEY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Namli, S (Reprint Author), Erzurum Tech Univ, Erzurum, Turkey.
   Namli, Sevinc, Erzurum Tech Univ, Erzurum, Turkey.
   Suveren, Sibel, Gazi Univ, Ankara, Turkey.}},
DOI = {{10.21565/ozelegitimdergisi.440429}},
ISSN = {{1304-7639}},
EISSN = {{2149-8261}},
Keywords = {{Individuals with disabilities; sport; adaptation; expectation; disabled
   athlete}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{sevinc.namli@erzurum.edu.tr
   suveren@gazi.edu.tr}},
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Number-of-Cited-References = {{33}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Ank. Univ. Egit. Bilim Fak. Ozel Egit. Derg.}},
Doc-Delivery-Number = {{IV5XR}},
Unique-ID = {{ISI:000484344000003}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000482042100013,
Author = {Williams, Rua M. and Gilbert, Juan E.},
Book-Group-Author = {{Assoc Comp Machinery}},
Title = {{Cyborg Perspectives on Computing Research Reform}},
Booktitle = {{CHI EA `19 EXTENDED ABSTRACTS: EXTENDED ABSTRACTS OF THE 2019 CHI
   CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS}},
Year = {{2019}},
Note = {{CHI Conference on Human Factors in Computing Systems (CHI), Glasgow,
   SCOTLAND, MAY 04-09, 2019}},
Organization = {{Assoc Comp Machinery; ACM SIGCHI}},
Abstract = {{Recent exposures of extant and potentially discriminatory impacts of
   technological advancement have prompted members of the computing
   research field to reflect on their duty to actively predict and mitigate
   negative consequences of their work. In 2018, Hecht et al. proposed
   changes to the peer-review process attending to the computing research
   community's responsibility for impacts on society. In requiring
   researchers and reviewers to expressly consider the positive and
   negative consequences of each study, the hope is that our community can
   earnestly shape more ethical innovation and inquiry. We question whether
   most researchers have sufficient historical context and awareness of
   activist movements to recognize crucial impacts to marginalized
   populations. Drawing from the work of feminist theorists and critical
   disability scholars, we present case studies in leveraging ``situated
   knowledges{''} in the analysis of research ethics.}},
Publisher = {{ASSOC COMPUTING MACHINERY}},
Address = {{1515 BROADWAY, NEW YORK, NY 10036-9998 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Williams, RM (Reprint Author), Univ Florida, Dept Comp \& Informat Sci \& Engn, Gainesville, FL 32611 USA.
   Williams, Rua M.; Gilbert, Juan E., Univ Florida, Dept Comp \& Informat Sci \& Engn, Gainesville, FL 32611 USA.}},
DOI = {{10.1145/3290607.3310421}},
ISBN = {{978-1-4503-5971-9}},
Keywords = {{ACM proceedings; research ethics; critical disability studies; feminist
   theory; wearable computing; autism}},
Keywords-Plus = {{AUTISM; IDEATION; ADULTS}},
Research-Areas = {{Computer Science}},
Web-of-Science-Categories  = {{Computer Science, Cybernetics; Computer Science, Theory \& Methods}},
Author-Email = {{williams2020@ufl.edu
   juan@ufl.edu}},
ORCID-Numbers = {{Williams, Rua/0000-0002-6182-8923}},
Cited-References = {{Benton L, 2014, P 32 ANN ACM C HUM F, P3747, DOI {[}10.1145/2556288.2557244, DOI 10.1145/2556288.2557244].
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Number-of-Cited-References = {{37}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BN4JW}},
Unique-ID = {{ISI:000482042100013}},
DA = {{2020-03-18}},
}

@article{ ISI:000479001800006,
Author = {Bigby, Christine and Wiesel, Ilan},
Title = {{Using the concept of encounter to further the social inclusion of people
   with intellectual disabilities: what has been learned?}},
Journal = {{RESEARCH AND PRACTICE IN INTELLECTUAL AND DEVELOPMENTAL DISABILITIES}},
Year = {{2019}},
Volume = {{6}},
Number = {{1}},
Pages = {{39-51}},
Abstract = {{Social inclusion has been an enduring policy aim of intellectual
   disability policy since the early 1980s, which has been difficult to
   achieve. It has often been conceptualised as the binary between social
   presence or social participation. This article synthesises the findings
   from a program of Australian research that explored the application of
   `'encounter'' and `'conviviality'' - concepts from urban geography, as
   lenses for understanding the types of places, activities, and practices
   that facilitate or obstruct social inclusion of people with intellectual
   disabilities. Three types of convivial encounter were identified:
   moments of shared identification, everyday recognition, and becoming
   known. Most common were fleeting convivial encounters of everyday
   recognition in public places or commercial premises. Convivial
   encounters were facilitated by: places where activities were
   non-competitive, there was a shared purpose for being there and
   opportunities for spoken and other forms of communication; community
   members' with experience, confidence, or comfort in interacting with
   people with intellectual disabilities; and skilled judgments and
   assistance from support workers in the moment, and their decisions about
   use of non-segregated mainstream places. The final part of the article
   reviews studies by other disability studies researchers, who using ideas
   about encounter have found that the presence of a dog, and places where
   there is clarity about rules and roles, are facilitating factors, and
   have begun to investigate more systematic ways of creating opportunities
   for convivial encounters through social enterprises, community groups,
   classes, and volunteering.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bigby, C (Reprint Author), La Trobe Univ, Living Disabil Res Ctr, Melbourne, Vic, Australia.
   Bigby, Christine, La Trobe Univ, Living Disabil Res Ctr, Melbourne, Vic, Australia.
   Wiesel, Ilan, Univ Melbourne, Sch Geog, Melbourne, Vic, Australia.}},
DOI = {{10.1080/23297018.2018.1528174}},
ISSN = {{2329-7018}},
EISSN = {{2329-7026}},
Keywords = {{Social inclusion; encounter; conviviality; support worker practice}},
Keywords-Plus = {{COMMUNITY PARTICIPATION; URBAN ENCOUNTERS; GEOGRAPHIES; STAFF}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{c.bigby@latrobe.edu.au}},
Funding-Acknowledgement = {{Australian Research CouncilAustralian Research Council {[}LP13100189];
   Yooralla; Jewish Care; Industry Partners}},
Funding-Text = {{This study was funded by the Australian Research Council Linkage grant
   LP13100189 with support of Industry Partners, Yooralla and Jewish Care.}},
Cited-References = {{Anderson S, 2017, J APPL RES INTELLECT, V30, P109, DOI 10.1111/jar.12223.
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Number-of-Cited-References = {{39}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Res. Pract. Intellect. Dev. Disabil.}},
Doc-Delivery-Number = {{IN9LZ}},
Unique-ID = {{ISI:000479001800006}},
OA = {{Other Gold, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000478794800006,
Author = {Matsudaira, Ko and Takahashi, Masaya and Kawaguchi, Mika and Hamaguchi,
   Ayumi and Haga, Yuri and Koga, Tadashi},
Title = {{Assessment of risk factors for non-specific chronic disabling low back
   pain in Japanese workers-findings from the CUPID (Cultural and
   Psychosocial Influences on Disability) study}},
Journal = {{INDUSTRIAL HEALTH}},
Year = {{2019}},
Volume = {{57}},
Number = {{4}},
Pages = {{503-510}},
Abstract = {{The majority of patients with non-specific low back pain (LBP) suffer
   from chronic pain. Psychosocial factors play an important role in the
   chronicity of LBP. To explore the risk factors tOr chronic disabling LBP
   in detail, we assessed its various risk factors in Japanese workers,
   using data from the Cultural and Psychosocial Influences on Disability
   (CUPID) study. Data were drawn from a 1 yr follow-up of 20-59 yr-old
   workers who participated in the CUPID study. A self-administered
   questionnaire assessed various factors, including individual
   characteristics, ergonomic work demands, and work-related or other
   psychosocial factors. Logistic regression analyses were performed to
   assess the associations between these factors and chronic disabling LBP.
   Of 198 participants, 35 (17.7\%) had chronic disabling LBP during the 1
   yr follow-up. Multivariate logistic regression analysis revealed that
   the interaction effect of the two factors, expectation of LBP problems
   and excessive working hours (>= 60 h per week), was associated with
   chronic disabling LBP. Chronic disabling LBP was present in 42.5\% of
   participants with both of these two risk factors, whereas it was present
   in 11.8\% of participants without these risk factors. In conclusion,
   among various factors, the combination of two psychosocial factors was
   particularly associated with chronic disabling LBP.}},
Publisher = {{NATL INST OCCUPATIONAL SAFETY \& HEALTH, JAPAN}},
Address = {{21-1 NAGAO 6-CHOME TAMA-KU, KAWASAKI KANAGAWA, 214, JAPAN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Matsudaira, K (Reprint Author), Univ Tokyo, Fac Med, Dept Med Res \& Management Musculoskeletal Pain, 22nd Century Med \& Res Ctr, Tokyo, Japan.
   Matsudaira, Ko, Univ Tokyo, Fac Med, Dept Med Res \& Management Musculoskeletal Pain, 22nd Century Med \& Res Ctr, Tokyo, Japan.
   Takahashi, Masaya, Natl Inst Occupat Safety \& Hlth, Occupat Epidemiol Res Grp, Tokyo, Japan.
   Kawaguchi, Mika; Hamaguchi, Ayumi; Haga, Yuri; Koga, Tadashi, Clin Study Support Inc, Nagoya, Aichi, Japan.}},
DOI = {{10.2486/indhealth.2018-0157}},
ISSN = {{0019-8366}},
EISSN = {{1880-8026}},
Keywords = {{Non-specific low back pain; Risk factors; Japanese workers; Psychosocial
   factors; Chronicity}},
Keywords-Plus = {{SHOULDER DISCOMFORT KATAKORI; PSYCHOLOGICAL DETACHMENT; PRIMARY-CARE;
   HEALTH; PREVALENCE; VALIDATION; COHORT; NECK}},
Research-Areas = {{Environmental Sciences \& Ecology; Public, Environmental \& Occupational
   Health; Toxicology}},
Web-of-Science-Categories  = {{Environmental Sciences; Public, Environmental \& Occupational Health;
   Toxicology}},
Author-Email = {{kohart801@gmail.com}},
Funding-Acknowledgement = {{Japan Labour Health and Welfare OrganizationMinistry of Health, Labour
   and Welfare, Japan}},
Funding-Text = {{We thank Dr. David Coggon and Dr. Keith T. Palmer for organizing and
   leading the CUPID study, and CUPID collaborators, particularly Dr.
   Noriko Yoshimura, for their contributions to the study. The current
   study was part of clinical research projects funded by the Japan Labour
   Health and Welfare Organization.}},
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Number-of-Cited-References = {{40}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Ind. Health}},
Doc-Delivery-Number = {{IN6MX}},
Unique-ID = {{ISI:000478794800006}},
OA = {{Bronze, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000478560900005,
Author = {Ismail, Alice Sabrina and Zulkurnain, Nur Syaza Zureena},
Title = {{The Role of Environment As Third Teacher Towards The Development Of
   Educational Space For Dyslexic Children}},
Journal = {{INTERNATIONAL JOURNAL OF BUILT ENVIRONMENT AND SUSTAINABILITY}},
Year = {{2019}},
Volume = {{6}},
Number = {{2}},
Pages = {{51-62}},
Abstract = {{Educational space that responds towards disable learning student needs
   is vital for a conducive learning environment. This paper explores on
   learning spaces for disable children namely the dyslexic in reference to
   the role of environment as the third teacher towards designing an
   appropriate educational space to fulfil their needs. Past literature on
   dyslexia in Malaysia much focuses on the pedagogy and teaching methods
   rather than discusses the issue of providing better learning space
   design that caters to the need of dyslexic children towards their
   psychological well-being. To conduct this study, the qualitative method
   involving case study as research strategy is used to establish the
   appropriate learning space design attributes for the dyslexic children.
   Data sources for this study are obtained from direct observation on
   three selected case studies of prominent learning disability school
   found in the global context. There are two key factors that contributed
   in the learning process and development of learning disability student
   namely the dyslexic children. These are the non-physical elements
   comprises of visual cues, auditory, tactile and kinaesthetic approaches
   as well as physical elements encompasses of density and size including
   spatial layout arrangement. Findings of the study are in the form of
   established referential guideline design to inform future designers,
   builders, education providers and related authority on how to build a
   conducive learning space environment for the dyslexic children. This is
   vital in improving the quality of public education infrastructure for
   dyslexic students in the Malaysian context towards their betterment in
   the future. (C) 2019 Penerbit UTM Press. All rights reserved.}},
Publisher = {{PENERBIT UTM PRESS}},
Address = {{PENERBIT UTM PRESS, SKUDAI, JOHOR, 81310, MALAYSIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ismail, AS (Reprint Author), Univ Teknol Malaysia, Fac Built Environm \& Survey, Dept Architecture, Utm Johor Bahru 81310, Johor, Malaysia.
   Ismail, Alice Sabrina; Zulkurnain, Nur Syaza Zureena, Univ Teknol Malaysia, Fac Built Environm \& Survey, Dept Architecture, Utm Johor Bahru 81310, Johor, Malaysia.}},
DOI = {{10.11113/ijbes.v6.n2.356}},
ISSN = {{1511-1369}},
EISSN = {{2289-8948}},
Keywords = {{Learning space design; dyslexia children; environment as third teacher;
   learning disability}},
Keywords-Plus = {{INCLUSIVE EDUCATION; MALAYSIA}},
Research-Areas = {{Urban Studies}},
Web-of-Science-Categories  = {{Urban Studies}},
Author-Email = {{b-alice@utm.my}},
Cited-References = {{Adnan AH, 2001, DISABIL SOC, V16, P655, DOI 10.1080/09687590120070051.
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   Yacob S.B., 2005, MAINTENANCE MANAGEME.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Built Environ. Sustain.}},
Doc-Delivery-Number = {{IN3EZ}},
Unique-ID = {{ISI:000478560900005}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000477958500006,
Author = {Flynn, Susan},
Title = {{Life Stories of the Economic Recession: Biographical Narrative
   Interpretative Method (BNIM) and the Lived Experience of Disability in
   Times of Austerity}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2019}},
Volume = {{21}},
Number = {{1}},
Pages = {{58-66}},
Abstract = {{In 2008, Ireland was impacted by global economic recession. Recession in
   Ireland was exceptionally severe and contrasted starkly to extraordinary
   prosperity immediately before. A comprehensive field of statistical data
   has since emerged indicating that children were particularly
   socio-economically impacted. Within this, children with disability and
   their families were shown to have been at heightened risk. This paper
   presents research findings of a Biographical Narrative Interpretative
   Method that addressed the lack of qualitative research on the lived
   experience of disability in Ireland during recession. It presents three
   life stories of a young person with intellectual disability, his mother,
   and a social worker in their affiliated disability service. A
   theoretical reading of the cases through an affirmative non-tragedy lens
   and then from within an overarching critical disability studies
   perspective follows. Among the conclusions is that better measures to
   safeguard the lived experience of disability in future capitalist crises
   are obligatory.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Flynn, S (Reprint Author), IT Sligo, Sligo, Ireland.
   Flynn, Susan, IT Sligo, Sligo, Ireland.}},
DOI = {{10.16993/sjdr.594}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Biographical; narrative; children; economic; recession; disability}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{s.flynn12@nuigalway.ie}},
ResearcherID-Numbers = {{Flynn, Susan/AAG-4169-2020}},
ORCID-Numbers = {{Flynn, Susan/0000-0002-2807-0866}},
Cited-References = {{Allen K., 2009, IRELANDS EC CRASH RA.
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   Wengraf Tom, 2010, THEOR METH CHALL 21.}},
Number-of-Cited-References = {{39}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{IM4IR}},
Unique-ID = {{ISI:000477958500006}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000477958500015,
Author = {Dosch, Rebecca},
Title = {{Resisting Normal: Questioning Media Depictions of Autistic Youth and
   Their Families}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2019}},
Volume = {{21}},
Number = {{1}},
Pages = {{150-157}},
Abstract = {{A critical social sciences perspective, critical race and disability
   studies, media studies, lived experience, and the neurodivergence
   movement shape a conceptual framework in this paper to critique and
   resist popular media tropes of autistic people and their families.
   `Normal' and its modern meanings are presented, followed by a
   theoretical re-framing. Then, an irreverent and informal critique of one
   example US newscast highlights the dominant narrative and invites
   readers to unlearn these myths of normal. Recurring hegemonic news
   frames reflect a larger culture where familial abuse and violence
   against autistic people is dangerously presented as reasonable. Counter
   narratives exist, however. Autism can be understood as a natural,
   integral, welcome part of a wider human neurodiversity that enriches
   society. Families and autistic advocates must work together to resist
   and respond to pressure to conform to myths of normality.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dosch, R (Reprint Author), Univ Minnesota, Minneapolis, MN 55455 USA.
   Dosch, Rebecca, Univ Minnesota, Minneapolis, MN 55455 USA.}},
DOI = {{10.16993/sjdr.56}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{critical race theory; disabilities studies; media studies;
   neurodiversity; ableism; social construction of normal}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{dosch018@umn.edu}},
ORCID-Numbers = {{Dosch, Rebecca/0000-0001-8787-9553}},
Cited-References = {{{[}Anonymous], 2018, MERRIAM WEBSTER DICT.
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Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{IM4IR}},
Unique-ID = {{ISI:000477958500015}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000477958500017,
Author = {Flynn, Susan},
Title = {{Rethinking Debates in Narrative Methods: Narrative Orthodoxy and
   Research Challenges with Children with Intellectual Disability}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2019}},
Volume = {{21}},
Number = {{1}},
Pages = {{167-176}},
Abstract = {{Undertaking narrative research with children with intellectual
   disability is a practical, ethical and methodological challenge. Rather
   than the traditional focus on how this challenge can be overcome, this
   paper takes up an alternative position by focusing on the relationship
   between disability and the wider narrative research environment. The
   focused commentary on the literature provided interjects into narrative
   methods debates by questioning what this challenge teaches us about the
   taken-for-granted tenets of the narrative approach. The commentary draws
   out broad themes from existing literature and is declared from the
   outset as operating from the theoretical field of critical disability
   studies. Specifically, the review takes up Fiona Kumari Campbell's work
   on ableism, requiring that analysis and focus on amending problems that
   disability draws attention to does not remain with children with
   disability. Rather, a refocus towards implementing change within broader
   ableist practices, in this case within narrative research orthodoxy, is
   obligatory.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Flynn, S (Reprint Author), IT Sligo, Sligo, Ireland.
   Flynn, Susan, IT Sligo, Sligo, Ireland.}},
DOI = {{10.16993/sjdr.613}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{narrative inquiry; intellectual disability; children}},
Keywords-Plus = {{PEOPLE; VOICES; LIFE; SELF; BIG}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{flynnsusan437@gmail.com}},
ResearcherID-Numbers = {{Flynn, Susan/AAG-4169-2020}},
ORCID-Numbers = {{Flynn, Susan/0000-0002-2807-0866}},
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Number-of-Cited-References = {{71}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{IM4IR}},
Unique-ID = {{ISI:000477958500017}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000476596500012,
Author = {Al-Khawaldeh, Mohammad Abedrabbu and Al-Khasawneh, Fadi Maher},
Title = {{The Effect of Mnemonic Keyword Strategy Instruction on Vocabulary
   Retention of Students with Learning Disabilities}},
Journal = {{INTERNATIONAL JOURNAL OF ENGLISH LINGUISTICS}},
Year = {{2019}},
Volume = {{9}},
Number = {{4}},
Pages = {{138-144}},
Abstract = {{The present study aimed at investigating the effect of teaching mnemonic
   keyword strategy on vocabulary learning and retention among students
   with learning disabilities in Asir region, Saudi Arabia. The
   participants of this study included 40 students with learning
   disabilities studying in the ninth grade in one of the middle schools in
   Abha, Saudi Arabia. These students were equally distributed into two
   groups (20 students in the control group and 20 students in the
   experimental group). Vocabulary achievement test (pre-test, post-test,
   and delayed test) prepared by the researchers to collect the data of
   this study. Also, the researchers designed 10 lessons to teach the
   experimental group keyword strategy, while the control group did not
   receive such instruction. The results of the study showed that there
   were no statistically significant differences between the control group
   and the experimental group in the pre-test of vocabulary achievement,
   while statistically significant differences were found between both
   groups in the post-test of vocabulary achievement in favor of
   experimental group. Furthermore, there were statistically significant
   differences between both groups in the delayed test of vocabulary
   achievement in favor of experimental groups either.}},
Publisher = {{CANADIAN CENTER SCIENCE \& EDUCATION}},
Address = {{1120 FINCH AVE W, STE 701-309, TORONTO, ON M3J 3H7, CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Al-Khasawneh, FM (Reprint Author), King Khalid Univ, POB 9100, Abha 61421, Saudi Arabia.
   Al-Khawaldeh, Mohammad Abedrabbu, King Khalid Univ, Fac Educ, Special Educ, Abha, Saudi Arabia.
   Al-Khasawneh, Fadi Maher, King Khalid Univ, Fac Languages \& Translat, Appl Linguist, Abha, Saudi Arabia.}},
DOI = {{10.5539/ijel.v9n4p138}},
ISSN = {{1923-869X}},
EISSN = {{1923-8703}},
Keywords = {{Mnemonics; keyword strategy; learning disabilities; Saudi learners}},
Research-Areas = {{Linguistics}},
Web-of-Science-Categories  = {{Linguistics}},
Author-Email = {{falkhasoneh@kku.edu.sa}},
Funding-Acknowledgement = {{Research Group Program of the Scientific Deanship at King Khalid
   University, Kingdom of Saudi Arabia {[}R.G.P.IL105L40]}},
Funding-Text = {{This study was sponsored by the Research Group Program of the Scientific
   Deanship at King Khalid University, Kingdom of Saudi Arabia
   (R.G.P.IL105L40).}},
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Number-of-Cited-References = {{30}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Engl. Linguist.}},
Doc-Delivery-Number = {{IK4ZW}},
Unique-ID = {{ISI:000476596500012}},
OA = {{Bronze, Other Gold}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000474467903069,
Author = {Bennett, Cynthia L. and Rosner, Daniela K.},
Book-Group-Author = {{Assoc Comp Machinery}},
Title = {{The Promise of Empathy: Design, Disability, and Knowing the ``Other{''}}},
Booktitle = {{CHI 2019: PROCEEDINGS OF THE 2019 CHI CONFERENCE ON HUMAN FACTORS IN
   COMPUTING SYSTEMS}},
Year = {{2019}},
Note = {{CHI Conference on Human Factors in Computing Systems (CHI), Glasgow,
   SCOTLAND, MAY 04-09, 2019}},
Organization = {{Assoc Comp Machinery; ACM SIGCHI}},
Abstract = {{This paper examines the promise of empathy, the name commonly given to
   the initial phase of the human-centered design process in which
   designers seek to understand their intended users in order to inform
   technology development. By analyzing popular empathy activities aimed at
   understanding people with disabilities, we examine the ways empathy
   works to both powerfully and problematically align designers with the
   values of people who may use their products. Drawing on disability
   studies and feminist theorizing, we describe how acts of empathy
   building may further distance people with disabilities from the
   processes designers intend to draw them into. We end by reimagining
   empathy as guided by the lived experiences of people with disabilities
   who are traditionally positioned as those to be empathized.}},
Publisher = {{ASSOC COMPUTING MACHINERY}},
Address = {{1515 BROADWAY, NEW YORK, NY 10036-9998 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Bennett, CL (Reprint Author), Univ Washington, Human Ctr Design \& Engn, Seattle, WA 98195 USA.
   Bennett, Cynthia L.; Rosner, Daniela K., Univ Washington, Human Ctr Design \& Engn, Seattle, WA 98195 USA.}},
DOI = {{10.1145/3290605.3300528}},
ISBN = {{978-1-4503-5970-2}},
Keywords = {{Empathy; design methods; disability}},
Research-Areas = {{Computer Science}},
Web-of-Science-Categories  = {{Computer Science, Cybernetics; Computer Science, Information Systems;
   Computer Science, Theory \& Methods}},
Author-Email = {{bennec3@uw.edu
   dkrosner@uw.edu}},
Funding-Acknowledgement = {{NSFNational Science Foundation (NSF) {[}1453329, 1423074, 1523579]}},
Funding-Text = {{We are indebted to our colleagues Elizabeth Jackson, Alex Taylor,
   Frances Lee, Jasper Tran O'Leary, Kristin Dew, Sarah Fox, Os Keyes, and
   our anonymous reviewers for their generous thoughts and feedback. This
   work was made possible in part by the support of NSF grants \#1453329,
   \#1423074, and \#1523579.}},
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Number-of-Cited-References = {{96}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Doc-Delivery-Number = {{BN1HE}},
Unique-ID = {{ISI:000474467903069}},
DA = {{2020-03-18}},
}

@article{ ISI:000473308800011,
Author = {Gaspar, Martin},
Title = {{Before the ``new man{''}: dandyism and monstrosity in Manuel Mujica
   Lainez's Bomarzo}},
Journal = {{CELEHIS-REVISTA DEL CENTRO DE LETRAS HISPANOAMERICANAS}},
Year = {{2019}},
Number = {{37}},
Pages = {{134-144}},
Abstract = {{Set in the Italian Renaissance, with a sadic nobleman as protagonist,
   and bedizened with obscure references to high culture, Bomarzo (1962)
   seems incompatible with the urgent Latin American political matters that
   haunt the boom novels of the time. Read through the lens of gender and
   disability studies, however, Manuel Mujica Lainez's ostensibly remote
   and conservative fiction addresses preoccupations that are not
   dissimilar to the ones that preoccupied contemporary fictions. This
   article explores how Bomarzo delves into a series of topics that
   characterized the literature of the sixties-{''}consciousness
   raising,{''} imperialist power structures and, especially, the renewal
   of models of masculinity. Paradoxically, the queer dandy, physically
   ``monstruous{''} protagonist of the novel enables an effective critique
   of the cruelty of the imperialist system that it seems to celebrate.}},
Publisher = {{UNIV NAC DE MAR DEL PLATA-CENTRO LETRAS HISPANOAMERICANAS}},
Address = {{FUNES, 3250, MAR DEL PLATA, BUENOS AIRES, 7600, ARGENTINA}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Gaspar, M (Reprint Author), Bryn Mawr Coll, Bryn Mawr, PA 19010 USA.
   Gaspar, Martin, Bryn Mawr Coll, Bryn Mawr, PA 19010 USA.}},
ISSN = {{0328-5766}},
EISSN = {{2313-9463}},
Keywords = {{Bomarzo; monstrosity; the new man; boom novels; dandyism}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
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Number-of-Cited-References = {{18}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{CELEHIS}},
Doc-Delivery-Number = {{IF8AC}},
Unique-ID = {{ISI:000473308800011}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000473022200003,
Author = {Hartwig, Susanne},
Title = {{Theatre Space(s) and Functional Diversity (Disability)}},
Journal = {{REVISTA DE LITERATURA}},
Year = {{2019}},
Volume = {{81}},
Number = {{161}},
Pages = {{57-76}},
Month = {{JAN-JUN}},
Abstract = {{The present proposal shows how actors with functional diversity - a term
   coined in Spain in 2005 that replace other terms considered pejoratives,
   like discapacidad or minusvalia - change theater space. The article
   departs from the hypothesis that corporal anormality makes the audience
   aware of the two layered here and now of theatre, one
   aesthetic/symbolic, and the other physical/concrete. Three examples of
   contemporary theatre will show how this fact can be used in an aesthetic
   context: Esta breve tragedia de la carne by Angelica Liddell (2015),
   Disabled Theater (2012) by Jerome Bel, and Mi piedra Rosetta by Jose
   Ramon Fernandez, realised by David Ojeda (2012). The analysis will show
   that in these performances the relation between scenic space and space
   of the spectators are inseparables. The three examples present the
   concepts exclusion, inclusion and interchange.}},
Publisher = {{CONSEJO SUPERIOR INVESTIGACIONES CIENTIFICAS-CSIC}},
Address = {{VITRUVIO 8, 28006 MADRID, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Hartwig, S (Reprint Author), Univ Passau, Passau, Germany.
   Hartwig, Susanne, Univ Passau, Passau, Germany.}},
DOI = {{10.3989/revliteratura.2019.01.003}},
ISSN = {{0034-849X}},
EISSN = {{1988-4192}},
Keywords = {{Disability Studies; Contemporary theatre; Inclusion}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
Author-Email = {{Susanne.hartwig@uni-passau.de}},
Cited-References = {{Behrendt Eva, 2012, THEATER HEUTE, V7, P11.
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   Siebers Tobin, 2012, ASTHETIK VERSUS AUTH, P16.
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   Waldschmidt Anne, 2007, DISABILITY STUDIES K, P55.
   Wihstutz Benjamin, 2015, DISABLED THEATER, P35.}},
Number-of-Cited-References = {{39}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Rev. Lit.}},
Doc-Delivery-Number = {{IF3ZS}},
Unique-ID = {{ISI:000473022200003}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000470284200005,
Author = {Esposito, M. C. Kate and Tang, Kimmie and Kulkarni, Saili S.},
Title = {{Ensuring inclusive environments for students with disabilities: school
   leaders play a linchpin role}},
Journal = {{JOURNAL OF EDUCATIONAL ADMINISTRATION AND HISTORY}},
Year = {{2019}},
Volume = {{51}},
Number = {{1, SI}},
Pages = {{43-52}},
Abstract = {{Inclusion refers to the practice of educating students with disabilities
   in the general education setting. This concept stems from the seminal
   United States Congressional legislation PL 94-142, and its subsequent
   reauthorised amendments, which mandate that students with disabilities
   be educated in the general education setting with their `non-disabled'
   peers to the maximum extent possible. IDEIA's legal mandates underscore
   the stark reality of discrimination and exclusion faced by individuals
   with disabilities within schools and society. Although progress has been
   made in advancing equity agendas of access and academic achievement, few
   would deny that significant work remains. If all individuals, including
   those with disabilities are to achieve their birthright of full
   integration into society, schools must reflect integration at all
   levels. This article provides a historical perspective on the inclusion
   movement, discusses the role school leaders play in ensuring inclusive
   environments and concludes with recommendations for future school
   leaders and teachers.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Esposito, MCK (Reprint Author), Calif State Univ Dominguez Hills, Teacher Educ, Carson, CA 90747 USA.
   Esposito, M. C. Kate; Tang, Kimmie, Calif State Univ Dominguez Hills, Teacher Educ, Carson, CA 90747 USA.
   Kulkarni, Saili S., San Jose State Univ, Special Educ Dept, San Jose, CA 95192 USA.}},
DOI = {{10.1080/00220620.2018.1515185}},
ISSN = {{0022-0620}},
EISSN = {{1478-7431}},
Keywords = {{Inclusion; integration; school leaders; special education; disability
   studies}},
Keywords-Plus = {{SPECIAL-EDUCATION TEACHERS; ADMINISTRATIVE SUPPORT; PROGRAMS; EQUITY;
   LEAVE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{kesposito@csudh.edu}},
ResearcherID-Numbers = {{Kulkarni, Saili/AAG-9899-2020}},
Cited-References = {{Artiles AJ, 2006, REV RES EDUC, V30, P65, DOI 10.3102/0091732X030001065.
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   Turnbull HR, 2018, EXCEPT CHILDREN, V84, P124, DOI 10.1177/0014402917734150.
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   You S, 2015, EDUC MANAG ADM LEAD, V43, P561, DOI 10.1177/1741143214535741.
   Zimmerman JA, 2011, AM SECONDARY ED, V39, P107.}},
Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Educ. Adm. Hist.}},
Doc-Delivery-Number = {{IB5AS}},
Unique-ID = {{ISI:000470284200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000469318400003,
Author = {Ashton, Jennifer Randhare and Arlington, Hannah},
Title = {{My Fears Were Irrational: Transforming Conceptions of Disability in
   Teacher Education through Service Learning}},
Journal = {{INTERNATIONAL JOURNAL OF WHOLE SCHOOLING}},
Year = {{2019}},
Volume = {{15}},
Number = {{1}},
Pages = {{50-81}},
Abstract = {{When integrated into pre-service education programs, service learning
   has the potential to influence teacher candidates' pedagogy,
   professional dispositions, commitment to teaching, and sensitivity to
   student differences. Teacher candidates may make biased assumptions
   about an individual with a particular disability label based upon what
   they think they know about all students with that particular label,
   rather than what they actually know about that particular student as an
   individual. When used in the context of inclusive education, service
   learning has been shown to promote critical thinking, the understanding
   of the social context of disability, and more reflective teaching. In
   this project, service learning is used as a primary vehicle for
   influencing pre-service teacher candidates' beliefs about teaching
   students with developmental disabilities.}},
Publisher = {{WHOLE SCHOOLING CONSORTIUM}},
Address = {{C/O 217 EDUCATION, WAYNE STATE UNIV, DETOIT, MI 48202 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ashton, JR (Reprint Author), SUNY Coll Brockport, Brockport, NY 14420 USA.
   Ashton, Jennifer Randhare; Arlington, Hannah, SUNY Coll Brockport, Brockport, NY 14420 USA.}},
ISSN = {{1710-2146}},
Keywords = {{Service Learning; Inclusion; Disability Studies in Education;
   Perceptions; Teacher Education}},
Keywords-Plus = {{INCLUSION; IDENTITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Algraigray H, 2017, ED CHILD PSYCHOL, V34, P70.
   ALLAN J, 2006, INT J INCLUSIVE EDUC, V10, P121, DOI DOI 10.1080/13603110500221511.
   Allan J., 2001, INT STUDIES SOCIOLOG, V11, P173, DOI DOI 10.1080/09620210100200073.
   Allday R. A., 2011, TEACH EDUC SPEC EDUC, V34, P52, DOI {[}10.1177/0888406410380422, DOI 10.1177/0888406410380422].
   Arishi L, 2017, ED CHILD PSYCHOL, V34, P9.
   Ashby C, 2012, RES PRACT PERS SEV D, V37, P89, DOI 10.2511/027494812802573611.
   Barton-Arwood S, 2016, J PUBLIC SCHOLARSHIP, V6, P4.
   Biklen D, 2006, EQUITY EXCELL EDUC, V39, P166, DOI 10.1080/10665680500540376.
   BOYD A, 2013, TEACHER ED Q, V40, P27.
   Bransford J., 2005, PREPARING TEACHERS C, P40.
   Bringle RG, 1996, J HIGH EDUC, V67, P221, DOI 10.2307/2943981.
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   Chambers D., 2017, SERVICE LEARNING ENH, P195.
   Chambers JR, 2017, EGG INNOVATIONS AND STRATEGIES FOR IMPROVEMENTS, P3, DOI 10.1016/B978-0-12-800879-9.00001-9.
   Choi S, 2016, REFLECTING SERVICE L.
   Clifford J., 2017, J HIGHER ED OUTREACH, V21, P1.
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   Goddard C, 2018, AUST J TEACH EDUC, V43, P122, DOI 10.14221/ajte.2018v43n6.8.
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   Kennedy M. M., 1999, TEACHING LEARNING PR, P54.
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   Westrick JM, 2016, TEACH EDUC, V27, P156, DOI 10.1080/10476210.2015.1059413.}},
Number-of-Cited-References = {{42}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Whole Sch.}},
Doc-Delivery-Number = {{IA1KE}},
Unique-ID = {{ISI:000469318400003}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000468643700005,
Author = {Davis, Elizabeth},
Title = {{Structures of seeing: blindness, race, and gender in visual culture}},
Journal = {{SENSES \& SOCIETY}},
Year = {{2019}},
Volume = {{14}},
Number = {{1}},
Pages = {{63-80}},
Abstract = {{This essay draws on critical disability studies and blindness studies to
   rethink our commonsense understanding of vision and unsettle the
   normative sensory subject that is lodged in visual culture studies.
   Through a disability studies critique of visual culture studies and a
   juxtaposition of blind studies alongside thecanonical images of the
   ``male gaze{''} and the ``white gaze{''} this paper argues that (visual)
   difference does not exist in the world waiting to be seen, but that
   difference is produced in visual power relations. This essay proposes
   that the possibilities of visual culture are determined by structures of
   seeing, rather than physiology or optics, arguing that as long as visual
   culture and social justice studies are lodged within a Cartesian
   conception of the subject, they falter in conceptualizing the social
   construction of perception and difference, for they have not
   destabilized the ``distribution of the sensible{''} (Ranciere) of their
   own epistemic tradition. Race, gender, and disability are apprehended
   here not primarily as identity categories, but as possibilities of the
   body that develop(ed) in tandem in complex socio-historical formations.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Davis, E (Reprint Author), Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada.
   Davis, Elizabeth, Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada.}},
DOI = {{10.1080/17458927.2019.1569331}},
ISSN = {{1745-8927}},
EISSN = {{1745-8935}},
Keywords = {{Blindness; visual culture; male gaze; white gaze; aesthetics and
   politics; disability studies}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{ea.davis@mail.utoronto.ca}},
ORCID-Numbers = {{Davis, Elizabeth/0000-0002-2401-9166}},
Cited-References = {{BACON FRANCIS, 2003, NEW ORGANON.
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Number-of-Cited-References = {{45}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Senses Soc.}},
Doc-Delivery-Number = {{HZ1XQ}},
Unique-ID = {{ISI:000468643700005}},
DA = {{2020-03-18}},
}

@article{ ISI:000466137700006,
Author = {Shcherba, Nataliia S.},
Title = {{USING WEB APPLICATIONS IN TEACHING FOREIGN LANGUAGES TO UPPER SECONDARY
   SCHOOL STUDENTS WITH CEREBRAL PALSY}},
Journal = {{INFORMATION TECHNOLOGIES AND LEARNING TOOLS}},
Year = {{2019}},
Volume = {{70}},
Number = {{2}},
Pages = {{71-85}},
Abstract = {{The article is dedicated to a highly topical issue of raising the
   effectiveness of teaching upper secondary school students with cerebral
   palsy foreign languages by means of the selection and classification of
   web applications.
   According to the Law of Ukraine ``On General Secondary Education{''},
   SEND (special educational needs and disabilities) students can study in
   mainstream schools (and namely, in special / inclusive classes or in
   distant / evening / extramural educational settings), and also in
   special schools (meant for children who need special education due to
   their physical impairments or mental disability), among which there are
   also education-and-rehabilitation centers (for children who need regular
   rehabilitation because of the complexity of their impairments). The
   implementation of the Social model of disability, started in Ukraine,
   presupposes the gradual transition from segregation to inclusion of SEND
   children. It can be implemented by means of numerous adjustments in
   mainstream educational settings so that all the barriers are removed,
   unless the modification of learning is viewed as the best choice. Some
   of the adjustments mentioned can be introduced by means of
   web-applications interpreted in this research as users' computer
   programs that empower them to solve certain tasks.
   Pursuing the aim of the article the author classifies web applications
   by the following criteria: their location (on a special web platform or
   on a user's personal computer); the field of usage (whether they are
   supposed to be applied by general public or in a special field only).
   The latter include applications, designed for teaching foreign language.
   These are classified according to the competencies that they enable to
   develop (namely, language and speech ones). Finally, the web
   applications are grouped according to barriers and special educational
   needs typical for upper secondary school students with cerebral palsy.
   The results obtained are generalized in tables suggested.}},
Publisher = {{NATL ACAD PEDAGOGICAL SCIENCES UKRAINE, INST INFO TECHNOL \& LEARNING
   TOOLS}},
Address = {{VUL M BERLYNSKOHO 9, KYIV, 04060, UKRAINE}},
Type = {{Article}},
Language = {{Russian}},
Affiliation = {{Shcherba, NS (Reprint Author), Zhytomyr Ivan Franko State Univ, Chair Intercultural Commun \& Appl Linguist, Zhytomyr, Ukraine.
   Shcherba, Nataliia S., Zhytomyr Ivan Franko State Univ, Chair Intercultural Commun \& Appl Linguist, Zhytomyr, Ukraine.}},
ISSN = {{2076-8184}},
Keywords = {{foreign language; upper secondary school student; cerebral palsy; web
   application}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{scherbanatasha@gmail.com}},
ResearcherID-Numbers = {{Shcherba, Nataliia/AAD-6066-2020}},
Cited-References = {{{[}Anonymous], 2011, NON TRADITIONAL REF.
   Badalian L.O., 1988, CEREBRAL PALSIES.
   Council of Europe, 2006, COUNC EUR ACT PLAN P.
   Koziavkin V.I., 2011, KOZIAVKIN METHOD SYS.
   UNO, 1981, SANDB DECL.
   UNO, 1994, SALAMANCA STATEMENT.}},
Number-of-Cited-References = {{6}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Inf. Technol. Learn. Tools}},
Doc-Delivery-Number = {{HV7BY}},
Unique-ID = {{ISI:000466137700006}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000464099700077,
Author = {Senayah, Ebenezer Alfa and Mprah, Wisdom Kwadwo and Opoku, Maxwell
   Peprah and Edusei, Anthony Kweku and Torgbenu, Eric Lawer},
Title = {{The accessibility of health services to young deaf adolescents in Ghana}},
Journal = {{INTERNATIONAL JOURNAL OF HEALTH PLANNING AND MANAGEMENT}},
Year = {{2019}},
Volume = {{34}},
Number = {{1}},
Pages = {{E634-E645}},
Month = {{JAN-MAR}},
Abstract = {{Quality health care is a fundamental human right, which is enshrined in
   several international and domestic legislative instruments. In the
   Ghanaian context, there are reports that adults with disabilities
   encounter barriers in their attempts to access health care. However,
   scholarly attention is yet to explore the perspectives of young people
   and adolescents with disabilities. Therefore, this quantitative study
   was conducted from the perspective of critical disability studies, where
   young deaf adolescents (YDAs) were regarded as right bearers, and where
   they shared their perspectives on health accessibility decisions,
   barriers, and needs. Sixty-seven participants, made up of 44 male and 23
   female students, took part in this quantitative study. Although many
   YDAs who took part in this study indicated that it was not difficult to
   access health facilities, they claim to have encountered communication
   barriers. Sign language interpreters in health facilities and
   introduction of sign language courses in health training institutions to
   improve communication between health professionals and deaf patients
   have been suggested as ways of addressing the barriers faced by YDAs in
   Ghana.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Opoku, MP (Reprint Author), Univ Tasmania, Fac Educ, Locked Bag 1340, Launceston, Tas 7250, Australia.
   Senayah, Ebenezer Alfa; Mprah, Wisdom Kwadwo; Edusei, Anthony Kweku, Kwame Nkrumah Univ Sci \& Technol, Dept Community Hlth, Ctr Disabil Rehabil Studies, Kumasi, Ghana.
   Opoku, Maxwell Peprah, Univ Tasmania, Fac Educ, Locked Bag 1340, Launceston, Tas 7250, Australia.
   Torgbenu, Eric Lawer, Univ Hlth \& Allied Sci, Sch Allied Hlth Sci, Dept Physiotherapy \& Rehabil Sci, Ho, Ghana.}},
DOI = {{10.1002/hpm.2679}},
ISSN = {{0749-6753}},
EISSN = {{1099-1751}},
Keywords = {{accessibility; barriers; deaf persons; Ghana; health care}},
Keywords-Plus = {{REPRODUCTIVE HEALTH; CARE; PEOPLE; ACCESS; BARRIERS; DISABILITIES;
   EXPERIENCES; POPULATION; EDUCATION; ADULTS}},
Research-Areas = {{Health Care Sciences \& Services; Public, Environmental \& Occupational
   Health}},
Web-of-Science-Categories  = {{Health Policy \& Services; Public, Environmental \& Occupational Health}},
Author-Email = {{maxwell.opoku@utas.edu.au}},
ORCID-Numbers = {{Opoku, Maxwell Peprah/0000-0001-7620-0007}},
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Number-of-Cited-References = {{54}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Int. J. Health Plan. Manag.}},
Doc-Delivery-Number = {{HS8DH}},
Unique-ID = {{ISI:000464099700077}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000456346900048,
Author = {Hidayat},
Title = {{Model of Differentiated Counselling on Teachers from Students Disability
   of Basic Education in District Bandung, Cimahi City, and Bandung City}},
Journal = {{ADVANCED SCIENCE LETTERS}},
Year = {{2019}},
Volume = {{25}},
Number = {{1}},
Pages = {{212-215}},
Month = {{JAN}},
Note = {{5th International Conference on Advances Technology in
   Telecommunication, Broadcasting, and Satellite (TelSaTech), Jakarta,
   INDONESIA, OCT 21-22, 2017}},
Abstract = {{The purpose of this study is to develop a Differentiated Counseling
   Model based on the needs of students with disabilities basic education
   who studied together with children in general in the classroom. The
   purpose of this study, formulated in three research questions, namely:
   (1) How knowledge, understanding, and attitudes of teachers receiving
   Basic Education to educational services to students with disabilities in
   regular classes? (2) What is the mapping, how, and effort that has been
   done by the Primary Education teacher? (3) How is the differentiation
   based counseling model for disability students in the class room? (4)
   How effectiveness of the differentiation-based counseling model needs
   disability students in counseling. The method used is a mixed method
   (MixMethods), which uses a different method approach to solve the
   problem. The first stage of research aims to gain knowledge,
   understanding, and acceptance attitude about counseling differentiated
   by teachers in Basic Education with descriptive research using interview
   and questionnaire method. The second phase of research aims to map out
   the various ways and efforts that have been done by the Primary
   Education teacher to teach students with disabilities through
   descriptive research using interview and observation methods. The third
   phase of research aimed at formulating a differentiated counseling
   models base on needs of students assessed disability studies in premises
   regularly and Focus Group Discussion (FGD). While the fourth phase of
   research aims to test the effectiveness of differentiated counseling
   models that have been prepared using experimental methods. The results
   of this study are expected to be a guide for Primary Education teachers
   to teach disabled children who study with children in general. The
   results showed that the knowledge of basic education teachers about the
   diversity of students is sufficient. Their attitudes toward applying
   differentiated counseling models to student diversity tend to be
   positive and accept them well.}},
Publisher = {{AMER SCIENTIFIC PUBLISHERS}},
Address = {{26650 THE OLD RD, STE 208, VALENCIA, CA 91381-0751 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Hidayat (Reprint Author), Indonesian Educ Univ, Bandung, Indonesia.
   Hidayat, Indonesian Educ Univ, Bandung, Indonesia.}},
DOI = {{10.1166/asl.2019.13221}},
ISSN = {{1936-6612}},
EISSN = {{1936-7317}},
Keywords = {{Counseling Differentiated; Disabled Persons; Basic Education (SD and
   SMP)}},
Research-Areas = {{Science \& Technology - Other Topics}},
Web-of-Science-Categories  = {{Multidisciplinary Sciences}},
Cited-References = {{Ainscow M, 2005, ELECTRON J RES EDUC, V3, P5.
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Number-of-Cited-References = {{19}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Adv. Sci. Lett.}},
Doc-Delivery-Number = {{HI3JU}},
Unique-ID = {{ISI:000456346900048}},
DA = {{2020-03-18}},
}

@article{ ISI:000455491300002,
Author = {Calafell, Bernadette Marie and Phillips, Kendall R.},
Title = {{Disciplining the Devil: a rhetorical history of Tod Browning's The Devil
   Doll (1936)}},
Journal = {{CRITICAL STUDIES IN MEDIA COMMUNICATION}},
Year = {{2019}},
Volume = {{36}},
Number = {{1}},
Pages = {{18-34}},
Month = {{JAN 1}},
Abstract = {{Critical scholars of media often limit their attention to the final
   version of a media product without much focus on the production process.
   In this essay, we encourage more attention to the processes that occur
   during production with particular emphasis on the development and
   revision of the script in an approach we call a rhetorical history of
   the text. Focusing on Tod Browning's 1936 The Devil Doll, we observe the
   ways that the studio process systematically disciplined Browning's
   initial conception of monstrosity. We note in particular the ways that
   Browning's transgressive depiction of race and gender were recast into a
   more traditional form for the film's final version.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Phillips, KR (Reprint Author), Syracuse Univ, Dept Commun \& Rhetor Studies, Syracuse, NY 13244 USA.
   Calafell, Bernadette Marie, Univ Denver, Dept Commun Studies, Denver, CO USA.
   Phillips, Kendall R., Syracuse Univ, Dept Commun \& Rhetor Studies, Syracuse, NY 13244 USA.}},
DOI = {{10.1080/15295036.2018.1530446}},
ISSN = {{1529-5036}},
EISSN = {{1479-5809}},
Keywords = {{Production history; monstrosity; race; gender; disability studies}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{kphillip@syr.edu}},
Funding-Acknowledgement = {{Cinematic Arts Library at the University of Southern California;
   Margaret Herrick Library of the Academy of Motion Pictures Arts and
   Sciences}},
Funding-Text = {{We thank Dr. Robert Brookey and the anonymous reviewers for their
   thoughtful feedback and support. We also acknowledge the support of the
   Cinematic Arts Library at the University of Southern California and the
   Margaret Herrick Library of the Academy of Motion Pictures Arts and
   Sciences.}},
Cited-References = {{{[}Anonymous], 1936, PICTURE PLAY MAG OCT, P60.
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   Young Elizabeth, 2008, BLACK FRANKENSTEIN M.}},
Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Crit. Stud. Media Comm.}},
Doc-Delivery-Number = {{HH1PE}},
Unique-ID = {{ISI:000455491300002}},
DA = {{2020-03-18}},
}

@article{ ISI:000453462000006,
Author = {Parekh, Gillian and Brown, Robert S.},
Title = {{Changing Lanes: The Relationship Between Special Education Placement and
   Students' Academic Futures}},
Journal = {{EDUCATIONAL POLICY}},
Year = {{2019}},
Volume = {{33}},
Number = {{1, SI}},
Pages = {{111-135}},
Month = {{JAN}},
Abstract = {{Special education is an approach to schooling that draws significant
   critique. Scholars often identify special education as a system
   vulnerable to and complicit in racial, class, and disability
   segregation, particularly segregation enacted and rationalized through
   the structural organization of schools and programs. Employing data from
   the Toronto District School Board (TDSB), Canada's largest public
   education system, this article highlights key policy decisions around
   special education. Controlling for achievement, results reveal
   significant disparities in access to secondary programming critical to
   postsecondary education.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Parekh, G (Reprint Author), York Univ, Fac Educ, 4700 Keele St, Toronto, ON M3J 1P3, Canada.
   Parekh, Gillian, York Univ, Fac Educ, 4700 Keele St, Toronto, ON M3J 1P3, Canada.
   Brown, Robert S., Toronto Dist Sch Board, Toronto, ON, Canada.}},
DOI = {{10.1177/0895904818812772}},
ISSN = {{0895-9048}},
EISSN = {{1552-3896}},
Keywords = {{special education; critical disability studies; critical policy
   analysis; public education; inclusive education}},
Keywords-Plus = {{DISABILITY; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{parekhg@edu.yorku.ca}},
Cited-References = {{Annamma SA, 2013, RACE ETHNIC EDUC-UK, V16, P1, DOI 10.1080/13613324.2012.730511.
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   Wright E. N., 1970, STUDENTS BACKGROUND.}},
Number-of-Cited-References = {{47}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Educ. Policy}},
Doc-Delivery-Number = {{HE5VN}},
Unique-ID = {{ISI:000453462000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000453222000004,
Author = {Coggon, D. and Ntani, G. and Palmer, K. T. and Felli, V. E. and Harari,
   F. and Quintana, L. A. and Felknor, S. A. and Rojas, M. and Cattrell, A.
   and Vargas-Prada, S. and Bonzini, M. and Solidaki, E. and Merisalu, E.
   and Habib, R. R. and Sadeghian, F. and Kadir, M. M. and Warnakulasuriya,
   S. S. P. and Matsudaira, K. and Nyantumbu-Mkhize, B. and Kelsall, H. L.
   and Harcombe, H.},
Title = {{Drivers of international variation in prevalence of disabling low back
   pain: Findings from the Cultural and Psychosocial Influences on
   Disability study}},
Journal = {{EUROPEAN JOURNAL OF PAIN}},
Year = {{2019}},
Volume = {{23}},
Number = {{1}},
Pages = {{35-45}},
Month = {{JAN}},
Abstract = {{Background Wide international variation in the prevalence of disabling
   low back pain (LBP) among working populations is not explained by known
   risk factors. It would be useful to know whether the drivers of this
   variation are specific to the spine or factors that predispose to
   musculoskeletal pain more generally. Methods Baseline information about
   musculoskeletal pain and risk factors was elicited from 11 710
   participants aged 20-59 years, who were sampled from 45 occupational
   groups in 18 countries. Wider propensity to pain was characterized by
   the number of anatomical sites outside the low back that had been
   painful in the 12 months before baseline ('pain propensity index').
   After a mean interval of 14 months, 9055 participants (77.3\%) provided
   follow-up data on disabling LBP in the past month. Baseline risk factors
   for disabling LBP at follow-up were assessed by random intercept Poisson
   regression. Results After allowance for other known and suspected risk
   factors, pain propensity showed the strongest association with disabling
   LBP (prevalence rate ratios up to 2.6, 95\% CI: 2.2-3.1; population
   attributable fraction 39.8\%). Across the 45 occupational groups, the
   prevalence of disabling LBP varied sevenfold (much more than
   within-country differences between nurses and office workers), and
   correlated with mean pain propensity index (r = 0.58). Conclusions
   Within our study, major international variation in the prevalence of
   disabling LBP appeared to be driven largely by factors predisposing to
   musculoskeletal pain at multiple anatomical sites rather than by risk
   factors specific to the spine. Significance Our findings indicate that
   differences in general propensity to musculoskeletal pain are a major
   driver of large international variation in the prevalence of disabling
   low back pain among people of working age.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Coggon, D (Reprint Author), Univ Southampton, MRC, Lifecourse Epidemiol Unit, Southampton, Hants, England.
   Coggon, D (Reprint Author), Univ Southampton, MRC Ctr Musculoskeletal Hlth \& Work, Arthrit Res UK, Southampton, Hants, England.
   Coggon, D.; Ntani, G.; Palmer, K. T., Univ Southampton, MRC, Lifecourse Epidemiol Unit, Southampton, Hants, England.
   Coggon, D.; Ntani, G.; Palmer, K. T., Univ Southampton, MRC Ctr Musculoskeletal Hlth \& Work, Arthrit Res UK, Southampton, Hants, England.
   Felli, V. E., Univ Sao Paulo, Sch Nursing, Sao Paulo, Brazil.
   Harari, F., IFA Inst Dev Prod \& Work Environm, Corp Desarrollo Prod \& Medio Ambiente Laboral, Quito, Ecuador.
   Quintana, L. A., Pontificia Univ Javeriana, Sch Engn, Dept Ind Engn, Bogota, Colombia.
   Felknor, S. A., Univ Texas Hlth Sci Ctr Houston, Sch Publ Hlth, Southwest Ctr Occupat \& Environm Hlth, Houston, TX 77030 USA.
   Felknor, S. A., Natl Inst Occupat Safety \& Hlth, Ctr Dis Control \& Prevent, Atlanta, GA USA.
   Rojas, M., Natl Univ Costa Rica, Inst Studies Tox Subst IRET, Program Hlth Work \& Environm Cent Amer, Heredia, Costa Rica.
   Cattrell, A., Goodmayes Hosp, North East London NHS Fdn Trust, Ilford, Essex, England.
   Vargas-Prada, S., Univ Pompeu Fabra, Ctr Res Occupat Hlth CiSAL, Barcelona, Spain.
   Vargas-Prada, S., CIBER Epidemiol \& Publ Hlth, Barcelona, Spain.
   Vargas-Prada, S., IMIM Hosp del Mar Res Inst, Barcelona, Spain.
   Vargas-Prada, S., Unidad Cent Contingenc Comunes U3C, Mutua Asepeyo, Spain.
   Bonzini, M., Univ Milan, Dept Clin Sci \& Community Hlth, Milan, Italy.
   Solidaki, E., Univ Crete, Med Sch, Dept Social Med, Iraklion, Greece.
   Merisalu, E., Estonian Univ Life Sci, Inst Technol, Tartu, Estonia.
   Habib, R. R., Amer Univ Beirut, Fac Hlth Sci, Dept Environm Hlth, Beirut, Lebanon.
   Sadeghian, F., Shahroud Univ Med Sci, Sch Publ Hlth, Dept Occupat Hlth, Shahroud, Iran.
   Kadir, M. M., Aga Khan Univ, Dept Community Hlth Sci, Karachi, Pakistan.
   Warnakulasuriya, S. S. P., Univ Sri Jayawardenepura, Fac Med Sci, Dept Allied Hlth Sci, Nugegoda, Sri Lanka.
   Matsudaira, K., Univ Tokyo Hosp, Fac Med, 22nd Century Med \& Res Ctr, Dept Med Res \& Management Musculoskeletal Pain, Tokyo, Japan.
   Nyantumbu-Mkhize, B., Natl Inst Occupat Hlth, Natl Hlth Lab Serv, Johannesburg, South Africa.
   Nyantumbu-Mkhize, B., Univ Witwatersrand, Sch Publ Hlth, Fac Hlth Sci, Johannesburg, South Africa.
   Kelsall, H. L., Monash Univ, Sch Publ Hlth \& Prevent Med, Dept Epidemiol \& Prevent Med, Melbourne, Vic, Australia.
   Harcombe, H., Univ Otago, Dept Prevent \& Social Med, Dunedin, New Zealand.}},
DOI = {{10.1002/ejp.1255}},
ISSN = {{1090-3801}},
EISSN = {{1532-2149}},
Keywords-Plus = {{MUSCULOSKELETAL PAIN; GLOBAL BURDEN; PRIMARY-CARE; RISK-FACTORS;
   PERSISTENCE; WORKERS; NECK}},
Research-Areas = {{Anesthesiology; Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Anesthesiology; Clinical Neurology; Neurosciences}},
Author-Email = {{dnc@mrc.soton.ac.uk}},
ResearcherID-Numbers = {{sadeghian, farideh/N-2607-2019
   harari, florencia/O-3786-2014
   }},
ORCID-Numbers = {{harari, florencia/0000-0002-0362-579X
   Quintana, Leonardo/0000-0001-5625-0111}},
Funding-Acknowledgement = {{Medical Research CouncilMedical Research Council UK (MRC); Arthritis
   Research UKVersus Arthritis; Monash UniversityMonash University; NHMRC
   (Australia)National Health and Medical Research Council of Australia;
   NIH Fogarty International CenterUnited States Department of Health \&
   Human ServicesNational Institutes of Health (NIH) - USANIH Fogarty
   International Center (FIC); Shahroud University of Medical Sciences;
   Institute of Health Carlos III (ISCIII); Health Research Council of New
   ZealandHealth Research Council of New Zealand; Colt Foundation}},
Funding-Text = {{David Coggon, Georgia Ntani and Keith T Palmer were supported by funding
   from the Medical Research Council and Arthritis Research UK. Monash
   University funded data collection in Australia. NHMRC (Australia)
   supported Helen Kelsall through a fellowship. Data collection in Central
   America and Colombia was supported by a research training grant to
   Southwest Center for Occupational and Environmental Health at the
   University of Texas Health Science Center from the NIH Fogarty
   International Center. The Deputy for Training and Research, Shahroud
   University of Medical Sciences provided financial support for data
   collection in Iran. Institute of Health Carlos III (ISCIII) funded data
   collection in Spain. The Health Research Council of New Zealand funded
   data collection in New Zealand. We are particularly grateful to the Colt
   Foundation, which funded data collection in Brazil, Ecuador, Costa Rica,
   Nicaragua, UK, Greece, Estonia, Lebanon, Pakistan and South Africa.}},
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   Smith BH, 2004, SPINE, V29, P1032, DOI 10.1097/00007632-200405010-00016.
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Number-of-Cited-References = {{25}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Eur. J. Pain}},
Doc-Delivery-Number = {{HE3AG}},
Unique-ID = {{ISI:000453222000004}},
OA = {{Green Published, Other Gold, Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000462120900001,
Author = {Parker, David R. and Wessel, Roger D.},
Title = {{A Tribute to the Commitment to Disability Studies Academic Literature:
   From the Editor}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2018}},
Volume = {{31}},
Number = {{4}},
Pages = {{307-308}},
Month = {{WIN}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Editorial Material}},
Language = {{English}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{HQ0YA}},
Unique-ID = {{ISI:000462120900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000455893900001,
Author = {Altermark, Niklas and Edenborg, Emil},
Title = {{Visualizing the included subject: photography, progress narratives and
   intellectual disability}},
Journal = {{SUBJECTIVITY}},
Year = {{2018}},
Volume = {{11}},
Number = {{4}},
Pages = {{287-302}},
Month = {{DEC}},
Abstract = {{By examining photographic depictions of subjects labeled as
   `intellectually disabled', this article theorizes how photography
   performs the ideological function of producing narratives of historical
   progression. Recurrent representations of, on the one hand, a dark past
   of state institutionalization and repression and, on the other hand, the
   present as a time when intellectually disabled people are active,
   included and happy, function to locate oppression in a bygone era, which
   effectively obscures how power has transformed rather than disappeared.
   This relates to how the narrative break between the past exclusion and
   present inclusion conceals an inherent paradox in the constitution of
   intellectually disabled subjectivity; at the same time, members of this
   group are both included by citizenship and classified as lacking the
   necessary characteristics of the ideal citizen.}},
Publisher = {{PALGRAVE MACMILLAN LTD}},
Address = {{BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Altermark, N (Reprint Author), Lund Univ, Dept Polit Sci, Box 52, S-21100 Lund, Sweden.
   Altermark, Niklas, Lund Univ, Dept Polit Sci, Box 52, S-21100 Lund, Sweden.
   Edenborg, Emil, Swedish Inst Int Affairs, Box 27035, S-10251 Stockholm, Sweden.}},
DOI = {{10.1057/s41286-018-0057-y}},
ISSN = {{1755-6341}},
EISSN = {{1755-635X}},
Keywords = {{Visibility; Disability; Disability studies; Narrative; Historical
   narratives}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{niklas.altermark@svet.lu.se}},
Cited-References = {{Altermark N., 2018, CITIZENSHIP INCLUSIO.
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   Shildrick M, 2015, BODY SOC, V21, P3, DOI 10.1177/1357034X15586242.
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   Stiker HJ, 1999, HIST DISABILITY.
   Walmsley J, 2005, DEINSTITUTIONALIZATI.
   Wehmeyer M., 2013, STORY INTELLECTUAL D.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Subjectivity}},
Doc-Delivery-Number = {{HH7EQ}},
Unique-ID = {{ISI:000455893900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000455309300174,
Author = {Koch, Andrea and Dobrindt, Julia and Schuetzwohl, Matthias},
Title = {{Psychotropic medication and psychotherapeutic treatment of adults with
   intellectual disabilities (PROMPT-ID): a cross-sectional,
   epidemiological study in Saxony, Germany}},
Journal = {{BMJ OPEN}},
Year = {{2018}},
Volume = {{8}},
Number = {{12}},
Month = {{DEC}},
Abstract = {{Introduction The psychotropic medication and psychotherapeutic treatment
   of adults with intellectual disabilities study is a cross-sectional,
   epidemiological study carried out in Saxony, Germany. The main aim of
   the study is, among others, to assess the prevalence and quality of
   psychotropic medication in adults with ID.
   Methods Inclusion criteria are mild to profound forms of ID and an age
   of 18 years or older. A representative sample is realised by a two-stage
   sampling procedure. Study participants will be recruited from sheltered
   workshops (SW) and sheltered housings (SH). The stratified cluster
   sampling is realised by a random selection of service providing
   institutions followed by a random selection of adults with ID. An
   estimated total number of n=200 study participants via SW and n=400 via
   SH will be contacted to obtain data of approximately n=131 study
   participants recruited through SW and n=232 participants through SH.
   Thus, based on a psychotropic medication prevalence of 30\%, an
   estimated number of n=109 in-depth interviews about psychotropic
   prescription practice will be carried out. Data collection is realised
   through interviews with key carers in the living environment. If
   psychotropics are prescribed currently, basic information (eg, dosage,
   treatment duration) are obtained, and a newly developed interview
   targeting the quality of the psychotropic medication treatment is
   conducted both with the carers and with the prescribing physicians. In
   addition to the prevalence and quality of psychotropic treatment, other
   parameters (eg, mental healthcare utilisation, psychiatric
   symptomatology, problem behaviour, institutional factors and parameters
   of the provision area) are assessed using well-established instruments.
   Ethics and dissemination Approval of the responsible ethics committee
   was obtained. Findings will be disseminated to participating
   institutions, published in journals and conferences and fill the lack of
   representative data that is urgently needed in this often criticised
   health service area. They shall help to improve mental health services
   in adults with ID prospectively.}},
Publisher = {{BMJ PUBLISHING GROUP}},
Address = {{BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Koch, A (Reprint Author), Carl Gustav Carus Univ, Tech Univ Dresden, Dept Psychiat \& Psychotherapy, Mental Hlth Serv Res Grp,Hosp Dresden, Dresden, Germany.
   Koch, Andrea; Dobrindt, Julia; Schuetzwohl, Matthias, Carl Gustav Carus Univ, Tech Univ Dresden, Dept Psychiat \& Psychotherapy, Mental Hlth Serv Res Grp,Hosp Dresden, Dresden, Germany.}},
DOI = {{10.1136/bmjopen-2018-025947}},
Article-Number = {{e025947}},
ISSN = {{2044-6055}},
Keywords-Plus = {{PROBLEM BEHAVIORS; PREVALENCE; HEALTH; PEOPLE; VALIDATION; INVENTORY;
   SCALE; DRUGS}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Author-Email = {{andrea.koch@uniklinikum-dresden.de}},
Funding-Acknowledgement = {{German Research Foundation (DFG)German Research Foundation (DFG)
   {[}SCHU1346/41]}},
Funding-Text = {{The PROMPT-ID study is funded by the German Research Foundation (DFG,
   SCHU1346/41).}},
Cited-References = {{AMAN MG, 1986, ABERRANT BEHAV CHECK.
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Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{BMJ Open}},
Doc-Delivery-Number = {{HG9EM}},
Unique-ID = {{ISI:000455309300174}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000454898200009,
Author = {Abrams, Thomas and Setchell, Jenny},
Title = {{Living with Death in Rehabilitation: A Phenomenological Account}},
Journal = {{HUMAN STUDIES}},
Year = {{2018}},
Volume = {{41}},
Number = {{4}},
Pages = {{677-695}},
Month = {{DEC}},
Abstract = {{This paper uses an ongoing ethnography of childhood rehabilitation to
   rethink the Heideggerian phenomenology of death. We argue that
   Heidegger's threefold perishing/death/dying framework offers a fruitful
   way to chart how young people, their parents, and practitioners address
   mortality in the routine management of muscular dystrophies. Heidegger's
   almost exclusive focus on being-towards-death as an individualizing
   existential structure, rather than the social life with and around
   death, is at odds with the clinical experience we explore in this paper.
   After looking to the basic structures of Heidegger's philosophy of
   death, we point to recent work by Leder, Svenaeus, Aho, and Carel,
   bringing health and the spaces of healthcare into our purview. Turning
   to ethnographic data, we argue that a revised phenomenology of death
   gives a nuanced account of how health care practitioners address death,
   dying, and perishing, and outline some steps toward a more ontologically
   sensitive clinical space. These revisions are in line with recent work
   in disability studies, that see disability as more than a death
   sentence. We advocate adjusting phenomenological reflections on
   disability, to be framed as a way of life, rather than as a deficient or
   especially deadly mode of human existence.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abrams, T (Reprint Author), Queens Univ, Kingston, ON K7L 3N6, Canada.
   Abrams, Thomas, Queens Univ, Kingston, ON K7L 3N6, Canada.
   Setchell, Jenny, Univ Toronto, Toronto, ON M5G 1V7, Canada.
   Setchell, Jenny, Univ Queensland, St Lucia, Qld 4072, Australia.}},
DOI = {{10.1007/s10746-018-09484-1}},
ISSN = {{0163-8548}},
EISSN = {{1572-851X}},
Keywords = {{Rehabilitation; Muscular dystrophy; Death; Disability; Phenomenology;
   Heidegger}},
Keywords-Plus = {{MUSCULAR-DYSTROPHY; HEIDEGGER}},
Research-Areas = {{Social Sciences - Other Topics; Sociology}},
Web-of-Science-Categories  = {{Ethics; Sociology}},
Author-Email = {{thomas.abrams@queensu.ca
   j.setchell@uq.edu.au}},
Cited-References = {{Aho KA, 2016, MED HEALTH CARE PHIL, V19, P55, DOI 10.1007/s11019-015-9639-4.
   Bushby K, 2010, LANCET NEUROL, V9, P77, DOI 10.1016/S1474-4422(09)70271-6.
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   TOOMBS SK, 1995, HUM STUD, V18, P9, DOI 10.1007/BF01322837.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Hum. Stud.}},
Doc-Delivery-Number = {{HG3TU}},
Unique-ID = {{ISI:000454898200009}},
DA = {{2020-03-18}},
}

@article{ ISI:000452150600004,
Author = {Jampel, Catherine and Bebbington, Anthony},
Title = {{Disability studies and development geography: Empirical connections,
   theoretical resonances, and future directions}},
Journal = {{GEOGRAPHY COMPASS}},
Year = {{2018}},
Volume = {{12}},
Number = {{12}},
Month = {{DEC}},
Abstract = {{Scholarship that jointly considers disability and development has
   advanced over the past decade to include greater attention to the shared
   histories of colonialism, racism, and the disability category and the
   relationships among developmental states, ideas about disability, and
   development projects. A handful of geographers have also directly
   addressed disability and development or disability in the ``developing
   world{''} context. This paper reviews current scholarship and highlights
   three areas where disability studies and development geography share
   under-explored empirical connections and theoretical resonances: the
   disability-poverty nexus, interventions in the name of improvement and
   cure, and mobility and migration. Yet bringing greater attention to
   disability in development must be done carefully, given the fraught
   nature of the disability category. As such, this paper also considers
   how development geographers might contribute to the literature while
   accounting for the ways in which ideas about what constitutes
   ``disability{''} and what constitutes ``development{''} emerge through
   sets of processes and relationships.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jampel, C (Reprint Author), Clark Univ, Grad Sch Geog, 950 Main St, Worcester, MA 01610 USA.
   Jampel, Catherine; Bebbington, Anthony, Clark Univ, Grad Sch Geog, 950 Main St, Worcester, MA 01610 USA.
   Bebbington, Anthony, Univ Melbourne, Sch Geog, Melbourne, Vic, Australia.}},
DOI = {{10.1111/gec3.12414}},
ISSN = {{1749-8198}},
Keywords-Plus = {{GLOBAL SOUTH; DISABLED PEOPLE; HUMAN-RIGHTS; SPACE; KNOWLEDGE; VIOLENCE;
   MODELS; BODIES; LIVES; IDEA}},
Research-Areas = {{Geography}},
Web-of-Science-Categories  = {{Geography}},
Author-Email = {{cjampel@clarku.edu}},
ORCID-Numbers = {{Bebbington, Anthony/0000-0003-3342-7898}},
Funding-Acknowledgement = {{National Science FoundationNational Science Foundation (NSF) {[}1447166]}},
Funding-Text = {{National Science Foundation, Grant/Award Number: 1447166}},
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Number-of-Cited-References = {{90}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Geogr. Compass}},
Doc-Delivery-Number = {{HC9TU}},
Unique-ID = {{ISI:000452150600004}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000449277900002,
Author = {Jimenez, Bree A. and Alamer, Khulod},
Title = {{Using Graduated Guidance to Teach iPad Accessibility Skills to High
   School Students With Severe Intellectual Disabilities}},
Journal = {{JOURNAL OF SPECIAL EDUCATION TECHNOLOGY}},
Year = {{2018}},
Volume = {{33}},
Number = {{4}},
Pages = {{237-246}},
Month = {{DEC}},
Abstract = {{Advances in and the decreased cost of technology has resulted in a
   significant increase in educational programming that incorporates
   technology into the school curriculum. Specifically, the use of iPads
   has become quite common to support students social, communication, and
   academic outcomes in recent years; however, many students with moderate
   to severe disability do not have the access skills necessary to navigate
   these devices independently. This study investigated the effect of
   graduated guidance on iPad accessibility skill acquisition for three
   high school students with severe intellectual disability. Students were
   taught to swipe, drag, touch tap, minimize, and enlarge images on an
   iPad to access high-interest websites, images, and instructional
   resources. A multiple probe across students design was used to examine
   the effects of graduated guidance on the number of trials completed
   independently on each accessibility skill. Results indicated a
   functional relationship between the use of graduated guidance and
   student independent correct physical responses for all three students.
   Implications for practice and future research are discussed.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Alamer, K (Reprint Author), Univ N Carolina, Specialized Educ Serv, 1400 Spring Garden St, Greensboro, NC 27402 USA.
   Jimenez, Bree A., Univ Sydney, Fac Educ \& Social Work, Sydney, NSW, Australia.
   Alamer, Khulod, Univ N Carolina, Specialized Educ Serv, 1400 Spring Garden St, Greensboro, NC 27402 USA.}},
DOI = {{10.1177/0162643418766293}},
ISSN = {{0162-6434}},
EISSN = {{2381-3121}},
Keywords = {{graduated guidance; technology access; systematic instruction;
   intellectual disability}},
Keywords-Plus = {{AUTISM SPECTRUM DISORDERS; COMMUNICATION; CHILDREN; INDIVIDUALS;
   TECHNOLOGY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{ksalamer@uncg.edu}},
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Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{J. Spec. Educ. Technol.}},
Doc-Delivery-Number = {{GZ3HO}},
Unique-ID = {{ISI:000449277900002}},
DA = {{2020-03-18}},
}

@article{ ISI:000451031000005,
Author = {Dirth, Thomas P. and Branscombe, Nyla R.},
Title = {{The Social Identity Approach to Disability: Bridging Disability Studies
   and Psychological Science}},
Journal = {{PSYCHOLOGICAL BULLETIN}},
Year = {{2018}},
Volume = {{144}},
Number = {{12}},
Pages = {{1300-1324}},
Month = {{DEC}},
Abstract = {{Although mainstream psychology has received numerous critiques for its
   traditional approaches to disability-related research, proposals for
   alternative theory that can encompass the social, cultural, political,
   and historical features of disability are lacking. The social identity
   approach (SIA) offers a rich framework from which to ask research
   questions about the experience of disability in accordance with the
   critical insights found in disability studies (DS), the source for many
   of the most compelling critiques of disability psychology research. We
   review existing research considering the complementary social identity
   (Tajfel \& Turner, 1979) and self-categorization (Turner, Hogg, Reicher,
   \& Wetherell, 1987) theories to support our contention that the
   disability social category is a significant driving force in the
   psychological experience of disability and to demonstrate the
   theoretical utility of the SIA. We suggest that a bridge between the
   critical epistemological perspectives found in disability studies and
   the methodological rigor and theoretical breadth and parsimony of a
   social identity approach is essential for examining the social
   psychological experience of disability in the 21st century. To conclude
   we explore the emergent possibilities for research in psychological
   science that can follow from a social identity approach to disability.}},
Publisher = {{AMER PSYCHOLOGICAL ASSOC}},
Address = {{750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dirth, TP (Reprint Author), Univ Kansas, Dept Psychol, 1415 Jayhawk Blvd, Lawrence, KS 66045 USA.
   Dirth, Thomas P.; Branscombe, Nyla R., Univ Kansas, Dept Psychol, 1415 Jayhawk Blvd, Lawrence, KS 66045 USA.}},
DOI = {{10.1037/bul0000156}},
ISSN = {{0033-2909}},
EISSN = {{1939-1455}},
Keywords = {{social identity; self-categorization; disability; disability identity;
   stigma management}},
Keywords-Plus = {{DISADVANTAGED GROUP MEMBERS; QUALITY-OF-LIFE; SELF-ESTEEM; SECONDARY
   CONDITIONS; PHYSICAL-DISABILITY; INTERGROUP CONTACT; COLLECTIVE ACTION;
   GROUP BOUNDARIES; ADAPTIVE SPORTS; PEOPLE}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology; Psychology, Multidisciplinary}},
Author-Email = {{dirth.thomas@ku.edu}},
ORCID-Numbers = {{Branscombe, Nyla/0000-0001-9364-9041}},
Funding-Acknowledgement = {{Canadian Institute for Advanced Research: Social Interactions, Identity
   and Well-Being Program}},
Funding-Text = {{Nyla R. Branscombe was supported by the Canadian Institute for Advanced
   Research: Social Interactions, Identity and Well-Being Program.}},
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Number-of-Cited-References = {{227}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Psychol. Bull.}},
Doc-Delivery-Number = {{HB4NU}},
Unique-ID = {{ISI:000451031000005}},
DA = {{2020-03-18}},
}

@article{ ISI:000452913400006,
Author = {Casadei, Thomas},
Title = {{Disability and Law}},
Journal = {{RIVISTA DI FILOSOFIA DEL DIRITTO-JOURNAL OF LEGAL PHILOSOPHY}},
Year = {{2018}},
Volume = {{7}},
Number = {{2}},
Pages = {{273-279}},
Month = {{DEC}},
Abstract = {{The categories of vulnerability and discrimination reveal particularly
   relevant within disability studies. The latter shed light on the
   phenomenon of ``vulnerabilisation{''} of given legal entities by means
   of the traditional tools of Legal Theory (e.g. legal capacity and legal
   capacity to act). By combining vulnerability studies with those on
   intersectionality, there opens up the possibility of rethinking
   subjectivity behind persons with disabilities: in this regard, crucial
   sparks emerge from the Convention on the Rights of Persons with
   Disabilities (CRPD) of 2006, as well as generally speaking from the so
   called ``social model{''}. Rethinking subjectivity forces to rethink the
   rights standard, based both on an inclusive idea of human dignity and on
   the relevance of material bodies. By means of these approaches, there
   emerges also the possibility of rethinking intellectual and psychosocial
   disability issues underlying psychical suffering as a state of
   vulnerability. This calls for dealing carefully with the peculiar tool
   of ``social dangerousness{''}, which is likely to lead - as is the case
   for compulsory mental health treatment - to a violation of human rights
   of persons with disabilities.}},
Publisher = {{SOC ED IL MULINO}},
Address = {{STRADA MAGGIORE 37, 40125 BOLOGNA, ITALY}},
Type = {{Article}},
Language = {{Italian}},
Affiliation = {{Casadei, T (Reprint Author), Univ Modena \& Reggio Emilia, Dipartimento Giurisprudenza, CRID Ctr Ric Interdipartimentale Discriminazio \&, Via San Geminiano 3, I-41121 Modena, Italy.
   Casadei, Thomas, Univ Modena \& Reggio Emilia, Dipartimento Giurisprudenza, CRID Ctr Ric Interdipartimentale Discriminazio \&, Via San Geminiano 3, I-41121 Modena, Italy.}},
DOI = {{10.4477/91675}},
ISSN = {{2280-482X}},
Keywords = {{Disability; Vulnerability; Legal Capacity; Human Rights; Social Control}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Author-Email = {{thomas.casadei@unimore.it}},
Cited-References = {{Aviles Barranco, 2015, DERECHOS HUMANOS ESP, P659.
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Number-of-Cited-References = {{16}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Riv. Filos. Dirit.}},
Doc-Delivery-Number = {{HD9VZ}},
Unique-ID = {{ISI:000452913400006}},
DA = {{2020-03-18}},
}

@article{ ISI:000450339300003,
Author = {Friedner, Michele Ilana},
Title = {{Vessel of God/Access to God: American Sign Language Interpreting in
   American Evangelical Churches}},
Journal = {{AMERICAN ANTHROPOLOGIST}},
Year = {{2018}},
Volume = {{120}},
Number = {{4}},
Pages = {{659-670}},
Month = {{DEC}},
Abstract = {{According to professional understandings, American Sign Language (ASL)
   interpreters provide language and communication access. This article
   draws on ethnographic research and interviews with ASL interpreters in
   the United States to analyze the category of ``faith-based{''}
   interpreting in relation to ``professional{''} or ``secular{''}
   interpreting. Through such a comparison, and through attention to the
   ethical, linguistic, and communicative practices of faith-based
   interpreters, this article explores the stakes of foregrounding the
   concepts of access and agency in the context of disability. The concept
   of disability access is tethered tightly to secular epistemologies that
   deny the possibility of differential, distributed, or divine agency as
   well as forms of mediation that are not focused on language or
   communication. In centering principles of equal participation and
   inclusion, and the need for interpreters to have linguistic skills and
   specific orientations toward deaf people, the field of ASL interpreting
   has ignored a range of skills and competencies that exist outside the
   realm of the secular. Through an engagement with scholarship from
   disability studies and the anthropology of Christianity, this article
   argues for attending to and valuing extralinguistic forms of
   interpretation and the need for more capacious understandings of access
   and agency in the context of disability and beyond.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Friedner, MI (Reprint Author), Univ Chicago, Dept Comparat Human Dev, Chicago, IL 60637 USA.
   Friedner, Michele Ilana, Univ Chicago, Dept Comparat Human Dev, Chicago, IL 60637 USA.}},
DOI = {{10.1111/aman.13117}},
ISSN = {{0002-7294}},
EISSN = {{1548-1433}},
Keywords = {{deafness; interpretation; accessibility; disability; Christianity}},
Keywords-Plus = {{CULTURE; ACCESS}},
Research-Areas = {{Anthropology}},
Web-of-Science-Categories  = {{Anthropology}},
Author-Email = {{michele-friedner@uchicago.edu}},
Cited-References = {{Asad Talal, 2003, FORMATIONS SECULAR C.
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   Williamson B., 2015, KEYWORDS DISABILITY, P14.}},
Number-of-Cited-References = {{49}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Am. Anthropol.}},
Doc-Delivery-Number = {{HA5SY}},
Unique-ID = {{ISI:000450339300003}},
DA = {{2020-03-18}},
}

@article{ ISI:000455166100002,
Author = {Bennani, Hannah and Mueller, Marion},
Title = {{`Making up people globally' Institutionalizing ``indigenous peoples{''}
   and ``persons with disabilities{''} as Global Categories}},
Journal = {{ZEITSCHRIFT FUR SOZIOLOGIE}},
Year = {{2018}},
Volume = {{47}},
Number = {{5}},
Pages = {{306-331}},
Month = {{NOV}},
Abstract = {{The paper focusses on mechanisms and procedures regarding the
   establishment of global categories of persons in international politics.
   It reconstructs and compares the institutionalization and globalization
   of categorical differences using the example of the categories ``persons
   with disabilities{''} and ``indigenous peoples{''}. Based on the
   analysis of documents by national and international organizations, we
   can show how the meaning and boundaries of the categories changed over
   time: both categories were culturized and attached to the human rights
   discourse. By focusing on the global making and changing of categories,
   the paper connects the sociology of categorization and world society
   theory. While the first tends to study categories in national or local
   contexts, the latter has not systematically taken into account the role
   of categories for world cultural processes of sense-making.}},
Publisher = {{LUCIUS LUCIUS VERLAG MBH}},
Address = {{GEROKSTR 51, D-70184 STUTTGART, GERMANY}},
Type = {{Article}},
Language = {{German}},
Affiliation = {{Bennani, H; Muller, M (Reprint Author), Univ Tubingen, Inst Soziol, Wilhelmstr 36, D-72074 Tubingen, Germany.
   Bennani, Hannah; Mueller, Marion, Univ Tubingen, Inst Soziol, Wilhelmstr 36, D-72074 Tubingen, Germany.}},
DOI = {{10.1515/zfsoz-2018-0120}},
ISSN = {{0340-1804}},
Keywords = {{Social Categories; Indigenous Peoples; Disability Studies; World
   Society; Globalization}},
Keywords-Plus = {{UN WORKING GROUP; HUMAN-RIGHTS; POLITICS; CONSTRUCTION; CONVENTION}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{hannah.bennani@uni-tuebingen.de
   marion.mueller@uni-tuebingen.de}},
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Number-of-Cited-References = {{104}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Z. Soziol.}},
Doc-Delivery-Number = {{HG7JC}},
Unique-ID = {{ISI:000455166100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000451734000002,
Author = {Pluquailec, Jill},
Title = {{Affective economies, autism, and `challenging behaviour': Socio-spatial
   emotions in disabled children's education}},
Journal = {{EMOTION SPACE AND SOCIETY}},
Year = {{2018}},
Volume = {{29}},
Pages = {{9-14}},
Month = {{NOV}},
Abstract = {{This paper tells a story of a small action in a fleeting moment in a
   morning spent in a UK special school classroom with Molly, a child with
   an autism diagnosis. It brings the socio-politically active sphere of
   Critical Disability Studies (Goodley, 2014; Goodley and Runswick-Cole,
   2014; Titchkosky and Michalko, 2012; Shildrick, 2012; Titchkosky, 2011)
   and more recently, the emergent Disabled Children's Childhood Studies
   (Runswick-Cole, Curran and Liddiard, 2017; Curran and Runswick-Cole,
   2013) in to conversation with emotional geographies in education (Kenway
   and Youdell, 2011). This paper rejects the pathologising of disabled
   children's emotions as symptoms of disorder and instead reorientates our
   gaze towards emotions as socio-spatially mediated in the
   subjectification of children in school spaces. It does this by drawing
   together the theoretical tools of Ahmed's affective economies (2004a;
   2004b) to explore the interventions in the everyday lives of disabled
   school children. Ahmed's affective economies are put to work to explore
   the emotions produced, reproduced and resisted between bodies in
   disabled children's schooling. Through such a reorientation we can
   explore how the subjectivation of children labelled with Special
   Educational Needs or Disability (SEND) becomes between bodies rather
   than residing within an individual child's pathology or psychology.}},
Publisher = {{ELSEVIER SCI LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pluquailec, J (Reprint Author), Sheffield Hallam Univ, Charles St, Sheffield S1 2NH, S Yorkshire, England.
   Pluquailec, Jill, Sheffield Hallam Univ, Charles St, Sheffield S1 2NH, S Yorkshire, England.}},
DOI = {{10.1016/j.emospa.2018.07.004}},
ISSN = {{1755-4586}},
EISSN = {{1878-0040}},
Keywords = {{Disability; Emotions; Education; Childhood; Autism; Storytelling}},
Keywords-Plus = {{RIGHTS}},
Research-Areas = {{Geography; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Geography; Social Sciences, Interdisciplinary}},
Author-Email = {{j.pluquailec@shu.ac.uk}},
ORCID-Numbers = {{Pluquailec, Jill/0000-0002-7631-3607}},
Cited-References = {{Ahmed S., 2004, CULTURAL POLITICS EM.
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Number-of-Cited-References = {{53}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Emot. Space Soc.}},
Doc-Delivery-Number = {{HC3WQ}},
Unique-ID = {{ISI:000451734000002}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000451725300004,
Author = {Sheppard, Emma},
Title = {{using pain, living with pain}},
Journal = {{FEMINIST REVIEW}},
Year = {{2018}},
Number = {{120}},
Pages = {{54-69}},
Month = {{NOV}},
Abstract = {{This paper presents the early findings of research into the experiences
   of pain for those who live with chronic pain and engage in BDSM (bondage
   and discipline, domination and submission, sadism and masochism),
   explored using a critical crip approach rooted in crip theory and
   feminist disability studies. The research took the form of a series of
   interviews with eight disabled people living with chronic pain who
   experience pain in their BDSM practices, developing a narrative of
   experiences. The majority of those living with chronic pain, or who have
   diagnoses of chronic illnesses causing chronic pain, are women. Chronic
   pain is frequently assumed to be similar to acute pain; however,
   thinking through pain in terms of normativity and able-bodymindedness
   reveals the ableist structures that underpin normative attitudes towards
   pain and those who are in pain. Pain is understood as dehumanising-and
   thus the person living with chronic pain is understood as not human,
   abnormal, and disabled. The disabled body, the body in pain, is a
   horrifying object of abjection, and the non-disabled observer assumes
   that to be in pain is to suffer; therefore, living with chronic pain is
   understood as an ontological impossibility and must be stopped. BDSM is
   a series of practices forming a space in which the people living with
   chronic pain in this study are able to engage with their somatic
   experience in ways that do not expect normalcy, while being disabled and
   living with chronic pain gives them space to explore non-normative
   sexual practices.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1057/s41305-018-0142-7}},
ISSN = {{0141-7789}},
EISSN = {{1466-4380}},
Keywords = {{pain; chronic pain; disability; crip theory; abjection}},
Keywords-Plus = {{SOCIAL MODEL; DISABILITY; SOCIOLOGY; BIAS}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
ResearcherID-Numbers = {{Sheppard, Emma/R-3672-2019}},
ORCID-Numbers = {{Sheppard, Emma/0000-0001-7341-7542}},
Cited-References = {{Baker M., 2010, PAIN PROPOSAL IMPROV.
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Number-of-Cited-References = {{62}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Fem. Rev.}},
Doc-Delivery-Number = {{HC3TK}},
Unique-ID = {{ISI:000451725300004}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000449690300001,
Author = {Hume-Nixon, Maeve and Kuper, Hannah},
Title = {{The association between malnutrition and childhood disability in low-
   and middle- income countries: systematic review and meta-analysis of
   observational studies}},
Journal = {{TROPICAL MEDICINE \& INTERNATIONAL HEALTH}},
Year = {{2018}},
Volume = {{23}},
Number = {{11}},
Pages = {{1158-1175}},
Month = {{NOV}},
Abstract = {{Objective The aim of this study was to evaluate the association between
   childhood disability and malnutrition in low- and middle- income
   countries (LMICs). Methods Results Articles were identified from 1990 to
   August 2017 by searching nine electronic databases. Epidemiological
   studies, undertaken in LMICs that compared the prevalence of
   malnutrition in children with disabilities to children without
   disabilities were eligible for inclusion. Titles, abstracts, and full
   texts were screened by two reviewers, and data were extracted using a
   structured table for eligible papers. Meta-analyses for the association
   between childhood disability and undernutrition were performed. The
   search generated 4678 results, from which 17 articles were eligible.
   Fifty-three per cent of these studies showed a positive association
   between childhood disability and undernutrition. Results varied when
   disaggregated by type of disability, with positive associations
   identified for 44\% of studies focussed on neurodevelopmental
   disability, 60\% of general disability studies and 67\% of studies on
   hearing impairment. Only four studies were identified that considered
   overnutrition outcomes, and these showed variable results. Eighteen per
   cent of eligible studies were considered at low risk of bias, 53\% had a
   medium risk, and 29\% had a high risk of bias. Pooled ORs showed that
   children with disabilities were almost three times more likely to be
   underweight (OR 2.97, 95\% CI 2.33, 3.79), and nearly twice as likely to
   experience stunting and wasting (Stunting: 1.82, 1.40, 2.36; Wasting:
   1.90, 1.32-2.75), compared to controls. Conclusions Objectif Children
   with disabilities may be a vulnerable group for undernutrition in LMICs,
   which should be reflected in disability and nutritional programming and
   policy-making.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Hume-Nixon, M (Reprint Author), Hutt Hosp, High St, Lower Hutt 5010, New Zealand.
   Hume-Nixon, Maeve, Hutt Hosp, High St, Lower Hutt 5010, New Zealand.
   Kuper, Hannah, London Sch Hyg \& Trop Med, Int Ctr Evidence Disabil, London, England.}},
DOI = {{10.1111/tmi.13139}},
ISSN = {{1360-2276}},
EISSN = {{1365-3156}},
Keywords = {{developing countries; disabled children; disabled persons; malnutrition;
   child nutrition disorders}},
Keywords-Plus = {{MENTAL-RETARDATION; NUTRITIONAL-STATUS; CEREBRAL-PALSY; FEEDING
   DIFFICULTIES; DISABLED-CHILDREN; YOUNG-CHILDREN; RISK-FACTORS;
   UNDERNUTRITION; REHABILITATION; PREVALENCE}},
Research-Areas = {{Public, Environmental \& Occupational Health; Tropical Medicine}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health; Tropical Medicine}},
Author-Email = {{maeve.humenixon@gmail.com}},
Cited-References = {{Adams MS, 2012, CHILD CARE HLTH DEV, V38, P878, DOI 10.1111/j.1365-2214.2011.01327.x.
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Number-of-Cited-References = {{59}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Trop. Med. Int. Health}},
Doc-Delivery-Number = {{GZ7UQ}},
Unique-ID = {{ISI:000449690300001}},
OA = {{Green Accepted, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000460270000003,
Author = {Katzman, Erika R. and Kinsella, Elizabeth Anne},
Title = {{`It's like having another job': the invisible work of self-managing
   attendant services}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{9}},
Pages = {{1436-1459}},
Month = {{OCT 21}},
Abstract = {{This reflexive ethnographic study examines the work disabled people do
   to `self-manage' attendant services. The data reveal diverse facets of
   work reported by `self-managers', their support networks and program
   administrators. The analysis found that self-managers' work is often
   represented as `something other than work', if and when it is
   represented at all. In this paper, disability studies and feminist
   perspectives on work inform a discussion of factors that may be seen to
   render self-managers' work `invisible', and implications of self-managed
   models that require contributions of invisible work.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Katzman, ER (Reprint Author), Western Univ, Hlth \& Rehabil Sci, Fac Hlth Sci, London, ON, Canada.
   Katzman, Erika R.; Kinsella, Elizabeth Anne, Western Univ, Hlth \& Rehabil Sci, Fac Hlth Sci, London, ON, Canada.
   Kinsella, Elizabeth Anne, Western Univ, Sch Occupat Therapy, Fac Hlth Sci, London, ON, Canada.
   Kinsella, Elizabeth Anne, Western Univ, Fac Arts \& Humanities, Womens Studies \& Feminist Res, London, ON, Canada.}},
DOI = {{10.1080/09687599.2018.1497949}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{attendant services; direct funding; direct payments; invisible work;
   self-management; independent living}},
Keywords-Plus = {{PERSONAL ASSISTANCE; DISABLED PEOPLE; CARE; DISABILITY; HEALTH;
   POLITICS; CASH; PROFESSIONALS; INDEPENDENCE; CITIZENS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{ekatzma2@uwo.ca}},
ORCID-Numbers = {{Katzman, Erika/0000-0002-0907-6074}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of Canada (SSHRC)Social
   Sciences and Humanities Research Council of Canada (SSHRC)
   {[}752-2015-1938]}},
Funding-Text = {{This work was supported by the Social Sciences and Humanities Research
   Council of Canada (SSHRC) under Grant 752-2015-1938.}},
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Number-of-Cited-References = {{91}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HN6BP}},
Unique-ID = {{ISI:000460270000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000460787800007,
Author = {Lewis, Maria M.},
Title = {{Navigating the Gray Area: A School District's Documentation of the
   Relationship Between Disability and Misconduct}},
Journal = {{TEACHERS COLLEGE RECORD}},
Year = {{2018}},
Volume = {{120}},
Number = {{10}},
Month = {{OCT}},
Abstract = {{Background/Context: The administration of student discipline is one of
   many responsibilities under the purview of teachers and educational
   leaders across the country. Maintaining a safe environment with minimal
   disruptions is not an easy task. From existing research on student
   discipline, we have learned that critical examination of data and
   continuous reflection are important, particularly in light of documented
   disparities in discipline practices. Under the Individuals with
   Disabilities Education Act (IDEA), before a school district may
   discipline a student with a disability for greater than 10 days, it must
   first conduct what is referred to as a manifestation determination
   review (MDR) (20 U.S.C. 1415(k)(1)(E)). During this review process, the
   current version of the law requires school districts to address two
   questions: (1) Was the student's behavior caused by, or did it have a
   direct and substantial relationship to, the student's disability? (2)
   Was the student's misconduct caused by the district's failure to
   implement the student's individualized education program (IEP), as
   required by law? This study examines the implementation of this
   standard.
   Research Question: This study poses the following research question:
   What factors (explicit and implicit) influence decision makers when
   deciding whether a student's misconduct was a manifestation of his or
   her disability?
   Research Design: This project used a case study approach to examine 80
   MDR decisions in one large urban school district in order to better
   understand how decision makers implement this standard. Specifically,
   this study reviewed 40 randomly selected decisions wherein decision
   makers determined that the student's actions were not a manifestation of
   his or her disability and 40 randomly selected decisions wherein
   decision makers determined that the student's actions were a
   manifestation of his or her disability.
   Findings/Results: Decision makers cited the academic and behavioral
   manifestations of students' disabilities, students' behavioral
   histories, students' ability to control their actions, and connections
   to the home and community. Despite these consistent factors, the
   striking similarities between Yes and No decisions illustrates the
   overall arbitrary nature of the decision-making process.
   Conclusions/Recommendations: This article discusses implications that
   attend to both the procedure and substance of manifestation
   determination review.}},
Publisher = {{TEACHERS COLL OF COLUMBIA UNIV}},
Address = {{525 W 120TH ST, NEW YORK, NY 10027 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lewis, MM (Reprint Author), Penn State Univ, Dept Educ Policy Studies, University Pk, PA 16802 USA.
   Lewis, MM (Reprint Author), Penn State Univ, Law Sch, University Pk, PA 16802 USA.
   Lewis, Maria M., Penn State Univ, Dept Educ Policy Studies, University Pk, PA 16802 USA.
   Lewis, Maria M., Penn State Univ, Law Sch, University Pk, PA 16802 USA.}},
Article-Number = {{100307}},
ISSN = {{0161-4681}},
EISSN = {{1467-9620}},
Keywords-Plus = {{MANIFESTATION DETERMINATION; STUDENTS; DISPROPORTIONALITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Arnberger K., 2006, PRINCIPAL LEADERSHIP, V6, P16.
   Creswell J. W, 2008, ED RES PLANNING COND.
   HARRY B, 2006, WHY ARE SO MANY MINO.
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   Zirkel Perry A., 2006, J SPECIAL ED LEADERS, V19, P3.}},
Number-of-Cited-References = {{19}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Teach. Coll. Rec.}},
Doc-Delivery-Number = {{HO2ZT}},
Unique-ID = {{ISI:000460787800007}},
DA = {{2020-03-18}},
}

@article{ ISI:000456527300033,
Author = {Rutter-Jensen, Chloe},
Title = {{Libre acceso. Latin American Literature and Film Through Disability
   Studies}},
Journal = {{REVISTA IBEROAMERICANA}},
Year = {{2018}},
Volume = {{84}},
Number = {{265}},
Pages = {{1258-1261}},
Month = {{OCT-DEC}},
Publisher = {{INST INT LIT IBEROAMERICANA}},
Address = {{UNIV PITTSBURGH ATTN: ERIKA BRAGA 1312 CATHEDRAL OF LEARNING,
   PITTSBURGH, PA 15260 USA}},
Type = {{Book Review}},
Language = {{Spanish}},
ISSN = {{0034-9631}},
EISSN = {{2154-4794}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
Cited-References = {{Antebi Susan, 2016, LIBRE ACCESO LATIN A.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Rev. Imberoam.}},
Doc-Delivery-Number = {{HI5XK}},
Unique-ID = {{ISI:000456527300033}},
DA = {{2020-03-18}},
}

@article{ ISI:000446518000011,
Author = {Logan, Samuel W. and Bogart, Kathleen R. and Ross, Samantha M. and
   Woekel, Erica},
Title = {{Mobility is a fundamental human right: Factors predicting attitudes
   toward self-directed mobility}},
Journal = {{DISABILITY AND HEALTH JOURNAL}},
Year = {{2018}},
Volume = {{11}},
Number = {{4}},
Pages = {{562-567}},
Month = {{OCT}},
Abstract = {{Background: Emergent disability studies research is interested in the
   community's views on how disability, including self-directed mobility,
   influences social and environmental policies. We anticipate that
   individuals' alignment with disability models, or sets of assumptions
   about the cause, nature, and treatment of disability, will influence
   attitudes about self-directed mobility. Self-directed mobility is
   defined as mobility that is controlled by an individual and may include
   walking or assisted ambulation through the use of mobility technology
   such as prosthetics, walking aids, manual wheelchairs, or motorized
   wheelchairs.
   Objective: The purpose of this study was to explore how demographic
   factors, contact with people with disabilities, attitudes toward people
   with disabilities, and alignment with social or medical models of
   disability predict attitudes toward self-directed mobility.
   Methods: 1545 students at a public university completed demographic
   questions, and measures of disability attitudes, disability model
   orientation, and self-directed mobility.
   Results: The predictors explained 16.60\% of the variance in
   participants' attitudes toward self-directed mobility (R-2 = 0.166,
   F(7,1537) = 43.9, p < .001). Significant predictors included: female
   gender (beta = -0.14, p < .01), more positive attitudes toward people
   with disabilities (beta = -0.30, p < .001), and social model orientation
   (beta = 0.59, p < .001).
   Conclusions: Participants who more strongly agreed with disability as a
   social construct (social model) were in stronger agreement that
   self-directed mobility is a fundamental right. Future research extending
   to rehabilitation professionals is warranted. (C) 2018 Elsevier Inc. All
   rights reserved.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Logan, SW (Reprint Author), Oregon State Univ, Kinesiol, Adapted Phys Act, Coll Publ Hlth \& Human Sci, Womens Bldg 203B, Corvallis, OR 97331 USA.
   Logan, Samuel W.; Ross, Samantha M.; Woekel, Erica, Oregon State Univ, Kinesiol, 160 SW 26thSt, Corvallis, OR 97331 USA.
   Bogart, Kathleen R., Oregon State Univ, Sch Psychol Sci, 2950 SW Jefferson Way, Corvallis, OR 97331 USA.}},
DOI = {{10.1016/j.dhjo.2018.06.001}},
ISSN = {{1936-6574}},
EISSN = {{1876-7583}},
Keywords = {{Self-directed mobility; Rehabilitation; Disability models; Social model
   of disability; Attitudes}},
Keywords-Plus = {{SOCIAL-CONTEXT; DISABILITY; PEOPLE; POLICY; SCALE}},
Research-Areas = {{Health Care Sciences \& Services; Public, Environmental \& Occupational
   Health; Rehabilitation}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Health Policy \& Services; Public,
   Environmental \& Occupational Health; Rehabilitation}},
Author-Email = {{sam.logan@oregonstate.edu
   kathleen.bogart@oregonstate.edu
   samantha.ross@oregonstate.edu
   erica.woekel@oregonstate.edu}},
ORCID-Numbers = {{Logan, Sam/0000-0001-8153-0967}},
Funding-Acknowledgement = {{US Department of EducationUS Department of Education {[}H325D160023]}},
Funding-Text = {{The third author (SR) acknowledges the contents of this manuscript were
   developed under a training grant from the US Department of Education
   (H325D160023 {[}PI Yun]). However, the contents do not necessarily
   represent the policy of the US Department of Education, and you should
   not assume endorsement by the Federal Government.}},
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Number-of-Cited-References = {{36}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Health J.}},
Doc-Delivery-Number = {{GV9YM}},
Unique-ID = {{ISI:000446518000011}},
DA = {{2020-03-18}},
}

@article{ ISI:000444434700005,
Author = {Huskin, Patricia R. and Reiser-Robbins, Christine and Kwon, Soyoung},
Title = {{Attitudes of Undergraduate Students Toward Persons With Disabilities:
   Exploring Effects of Contact Experience on Social Distance Across Ten
   Disability Types}},
Journal = {{REHABILITATION COUNSELING BULLETIN}},
Year = {{2018}},
Volume = {{62}},
Number = {{1}},
Pages = {{53-63}},
Month = {{OCT}},
Abstract = {{Attitudes toward individuals with disabilities have been one of the most
   important and focal topics in disability studies. However, most studies
   have either treated disability in a broad sense without distinguishing
   disability type or have been limited to one specific disability type.
   Drawing upon a social distance scale, the study was designed to examine
   undergraduate students' perceptions toward 10 different disability types
   and across a range of social contexts. Utilizing intergroup contact
   theory, an analysis was performed to determine how these responses were
   affected by contact experience with persons with disability. Results
   show that contact experience was statistically significant for six of 10
   disability types. Specifically, across all disabilities, regular contact
   was related to decreased social distance, with the notable exception of
   autism. Attendant conclusions about stigma hierarchies and implications
   for research and practice are discussed.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Huskin, PR (Reprint Author), Texas A\&M Univ, Dept Teacher \& Bilingual Educ, MSC 196,700 Univ Blvd, Kingsville, TX 78363 USA.
   Huskin, Patricia R.; Reiser-Robbins, Christine; Kwon, Soyoung, Texas A\&M Univ, Kingsville, TX USA.}},
DOI = {{10.1177/0034355217727600}},
ISSN = {{0034-3552}},
EISSN = {{1538-4853}},
Keywords = {{attitudes; disabilities; undergraduate students; social distance theory;
   contact theory}},
Keywords-Plus = {{HIGH-SCHOOL-STUDENTS; INTELLECTUAL DISABILITIES; PUBLIC-ATTITUDES;
   PEOPLE; DETERMINANTS; INDIVIDUALS; AMERICAN; CONTEXT}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{patricia.huskin@tamuk.edu}},
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Number-of-Cited-References = {{40}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Rehabil. Couns. Bull.}},
Doc-Delivery-Number = {{GT3WM}},
Unique-ID = {{ISI:000444434700005}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000444077300003,
Author = {Adler, Jonathan M.},
Title = {{Bringing the (disabled) body to personality psychology: A case study of
   Samantha}},
Journal = {{JOURNAL OF PERSONALITY}},
Year = {{2018}},
Volume = {{86}},
Number = {{5}},
Pages = {{803-824}},
Month = {{OCT}},
Abstract = {{ObjectivePersonality psychology has largely ignored the experiences of
   people with disabilities. This article strives to bring the thriving,
   interdisciplinary field of disability studies to personality psychology
   via a case study of Samantha (N=1). Samantha feels that she grew up as a
   hearing person who could not hear and is now a deaf person who can hear.
   MethodNarrative identity provides the theoretical, methodological, and
   analytical framework for the rich, qualitative examination of Samantha's
   life story, interwoven with approaches from disability studies and
   intersectionality theory. Two Life Story Interviews (McAdams, 2008),
   conducted 2 weeks prior to Samantha's cochlear implant surgery and again
   7 weeks after the surgery, provide the foundation for this case study
   and are interpreted alongside additional self-report measures. Grounded
   theory methods were used to interpret Samantha's narrative identity.
   ResultsSamantha's story demonstrates the ways in which narrative
   identity can serve as a foundation for meaning and psychological
   well-being, as well as a demonstration of the ways in which the study of
   identity can be enriched by perspectives from disability studies.
   ConclusionsAs an initial effort at integrating personality psychology
   and disability studies, this article sought to approach this task by
   privileging ethical representation over generalizability.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Adler, JM (Reprint Author), Olin Coll Engn, Olin Way,MH 368, Needham, MA 02492 USA.
   Adler, Jonathan M., Olin Coll Engn, Olin Way,MH 368, Needham, MA 02492 USA.}},
DOI = {{10.1111/jopy.12364}},
ISSN = {{0022-3506}},
EISSN = {{1467-6494}},
Keywords = {{case study; deafness; disability; intersectionality; narrative identity}},
Keywords-Plus = {{NARRATIVE IDENTITY; MENTAL-HEALTH; LIFE; SELF; STORIES; DISABILITY;
   COMPLEXITY}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Social}},
Author-Email = {{jadler@olin.edu}},
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   Yancy G, 2015, NY TIMES.}},
Number-of-Cited-References = {{109}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{J. Pers.}},
Doc-Delivery-Number = {{GS9VZ}},
Unique-ID = {{ISI:000444077300003}},
DA = {{2020-03-18}},
}

@article{ ISI:000443973600001,
Author = {Ang, Pei Soo and Yeo, Siang Lee},
Title = {{Exclusionary visual depiction of disabled persons in Malaysian news
   photographs}},
Journal = {{DISCOURSE \& COMMUNICATION}},
Year = {{2018}},
Volume = {{12}},
Number = {{5}},
Pages = {{457-477}},
Month = {{OCT}},
Abstract = {{Disability has been perceived as a social conditioning phenomenon and a
   sign system marking the body and mind. Accordingly, photographs of
   disability could shape our cultural perceptions about disability and
   disabled persons. In response to this position, we engage in a critical
   semiotic inquiry into press photographs of disability (N=1002) from The
   Star, a Malaysian mainstream English newspaper. We adapted Van Leeuwen's
   (2008) social and visual actor networks to understand the visual
   techniques employed in depicting disabled actors in these images. The
   depiction is examined in relation to their absence and/or presence in
   these published photographs. If absent, the inclusion of non-disabled is
   analyzed. When present, the social categorizations of roles, grouping
   and specific/generic depictions are investigated. Findings reveal
   disabled persons have been symbolically excluded and thus, socially
   othered. These exclusionary strategies imply disabling journalistic
   practices which should be cautioned as they could could potentially
   undermine the advocacy for an inclusive society.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ang, PS (Reprint Author), Univ Malaya, Fac Languages \& Linguist, Kuala Lumpur 50603, Malaysia.
   Ang, Pei Soo; Yeo, Siang Lee, Univ Malaya, Fac Languages \& Linguist, Kuala Lumpur 50603, Malaysia.}},
DOI = {{10.1177/1750481318766922}},
ISSN = {{1750-4813}},
EISSN = {{1750-4821}},
Keywords = {{Critical disability studies; critical discourse analysis; critical
   semiotics; discourses of disability; exclusionary practice; news
   photographs; photojournalism; visual actors}},
Keywords-Plus = {{DISCOURSE; REPRESENTATION; DISABILITY; SHAME}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{angps@um.edu.my}},
ResearcherID-Numbers = {{Ang, Pei Soo/B-8229-2010}},
ORCID-Numbers = {{Ang, Pei Soo/0000-0001-7067-1780}},
Funding-Acknowledgement = {{Ministry of Higher Education and University of Malaya, Malaysia;
   Macquarie University, Australia {[}REF42638593, PGRF42638593]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by scholarships from the Ministry of Higher Education and
   University of Malaya, Malaysia as well as the Research Enhancement Fund
   (REF42638593, 2013-2015) and Postgraduate Research Fund (PGRF42638593,
   2014) from Macquarie University, Australia.}},
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Number-of-Cited-References = {{62}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Discourse Commun.}},
Doc-Delivery-Number = {{GS8PF}},
Unique-ID = {{ISI:000443973600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000470201000004,
Author = {Garavatti, Emily and Tucker, Jennifer and Pabian, Patrick S.},
Title = {{Utilization of an Interprofessional Integrated Clinical Education
   Experience to Improve Medical and Physical Therapy Student Comfort in
   Treating Patients with Disabilities}},
Journal = {{EDUCATION FOR HEALTH}},
Year = {{2018}},
Volume = {{31}},
Number = {{3}},
Pages = {{155-162}},
Month = {{SEP-DEC}},
Abstract = {{Purpose: The purpose of this study is to examine the impact of an
   interprofessional education (WE) clinical experience for medical and
   physical therapy students on students' comfort levels and attitudes
   toward patients with disabilities. Methods: Forty students were
   recruited for this study, 20 from the College of Medicine and 20 from
   the Doctor of Physical Therapy Program at University of Central Florida
   with 10 students from each program self-selected into a control group or
   an experimental group. The experimental group attended an IPE clinical
   experience that included an encounter with a patient with a disability.
   Students completed standardized inventories on their perceptions of
   difficult rehabilitation situations, comfort levels, and attitudes prior
   to, and immediately following, the clinical experience. The control
   group completed the same standardized assessments. Results: Using the
   rehabilitation situations inventory (RSI) statistically significant
   changes in scores from the pre- to the post-intervention (P < 0.001)
   were observed. In addition, a statistically significant (P < 0.05)
   improvement in comfort levels was found in five of the six RSI subscales
   which include staff-staff interactions, families, motivation/adherence,
   aggression, and sexual situations. Attitudes toward disabled persons
   (ATDP) and interactions with disabled persons (IDP) failed to find
   statistically significant changes in respondent scores due to the
   intervention (P > 0.05). Conclusion: Both medical and physical therapy
   students reported increased comfort in dealing with rehabilitation
   situations after attending the IPE clinical experience. This supports
   the use of clinical encounters with individuals with disabilities as
   component of education on treating patients with disabilities.}},
Publisher = {{WOLTERS KLUWER MEDKNOW PUBLICATIONS}},
Address = {{WOLTERS KLUWER INDIA PVT LTD , A-202, 2ND FLR, QUBE, C T S  NO 1498A-2
   VILLAGE MAROL, ANDHERI EAST, MUMBAI, 400059, INDIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pabian, PS (Reprint Author), Univ Cent Florida, 12805 Pegasus Dr, Orlando, FL 32816 USA.
   Garavatti, Emily, Univ Cent Florida, Dept Med Educ, Coll Med, Orlando, FL 32816 USA.
   Tucker, Jennifer; Pabian, Patrick S., Univ Cent Florida, Coll Hlth Profess \& Sci, Sch Kinesiol \& Phys Therapy, Orlando, FL 32816 USA.}},
DOI = {{10.4103/efh.EfH\_177\_17}},
ISSN = {{1357-6283}},
EISSN = {{1469-5804}},
Keywords = {{Clinical education; disabilities; interprofessional education}},
Keywords-Plus = {{INTELLECTUAL DISABILITIES; STANDARDIZED PATIENTS;
   DEVELOPMENTAL-DISABILITIES; ATTITUDES; PEOPLE; REHABILITATION; CARE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Scientific Disciplines}},
Author-Email = {{patrick.pabian@ucf.edu}},
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Number-of-Cited-References = {{36}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Educ. Health}},
Doc-Delivery-Number = {{IB3XM}},
Unique-ID = {{ISI:000470201000004}},
DA = {{2020-03-18}},
}

@article{ ISI:000456510900005,
Author = {Hadley, Susan and Thomas, Natasha},
Title = {{Critical Humanism in Music Therapy: Imagining the Possibilities}},
Journal = {{MUSIC THERAPY PERSPECTIVES}},
Year = {{2018}},
Volume = {{36}},
Number = {{2}},
Pages = {{168-174}},
Month = {{FAL}},
Abstract = {{In this article, we take the reader on a journey with us as we imagine
   the terrain and possibilities of critical humanism as an approach to
   engaging in music therapy practice. We begin by providing descriptions
   of critical theory and humanism, followed by critiques of traditional
   humanism from a critical theory perspective. From this, we describe our
   understanding of critical humanism as a therapeutic approach. Drawing
   from existing critical approaches to music therapy, we imagine
   possibilities for critical humanistic practice in music therapy. We draw
   from critical theories of race, feminism, feminist theories, and
   disability studies as foundations for exploring how critical humanism
   would be engaged in music therapy practice. Thus, we explore what we
   have termed critical race humanism, feminist humanism, queer humanism,
   and critical disability humanism. The commonalities each share are the
   emphases on exploring how historical and contemporary marginalization of
   various categories of human are experienced by therapy participants;
   honoring sociocultural political issues as legitimate topics in therapy;
   navigating difficult dialogues around sociocultural political issues;
   engaging in advocacy for individuals and groups; and working toward
   systemic social change. Each of the outlined perspectives brings nuance
   to how we understand each other within the therapeutic relationship.}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hadley, S (Reprint Author), Slippery Rock Univ, Swope Mus Bldg, Slippery Rock, PA 16057 USA.
   Hadley, Susan, Slippery Rock Univ, Mus Therapy, Slippery Rock, PA 16057 USA.
   Thomas, Natasha, Indiana Univ Purdue Univ Indianapolis, Mus Therapy, Indianapolis, IN USA.}},
DOI = {{10.1093/mtp/miy015}},
ISSN = {{0734-6875}},
EISSN = {{2053-7387}},
Keywords = {{humanism; critical humanism; critical theories of race; feminism; queer
   theory; disability studies}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{susan.hadley@sru.edu}},
Cited-References = {{American Music Therapy Association, 2015, 2015 AMTA MEMB SURV.
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Number-of-Cited-References = {{48}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Music Ther. Perspect.}},
Doc-Delivery-Number = {{HI5RF}},
Unique-ID = {{ISI:000456510900005}},
DA = {{2020-03-18}},
}

@article{ ISI:000453271800009,
Author = {Baril, Alexandre},
Title = {{Can the suicidal speak ? Theorizing suicidist oppression through a
   socio-subjective model of disability}},
Journal = {{CRIMINOLOGIE}},
Year = {{2018}},
Volume = {{51}},
Number = {{2}},
Pages = {{189-212}},
Month = {{FAL}},
Abstract = {{Despite repeated calls in suicide prevention campaigns for suicidal
   people to express themselves, many do not feel safe to do so. Because
   breaking the silence is crucial in preventing suicides, fear of speaking
   is counterproductive. How can we explain these silences ? The thesis
   herein states that, despite the secularization, decriminalization, and
   even depathologization of suicide, injunctions to live and to futurity
   render suicidal people, their acts, and their discourse unintelligible.
   Mechanisms are in place to blame, control/punish, and pathologize
   suicidal people, preventing them from speaking. I support the notion
   that the injunctions to live and to futurity are promoted by the
   totality of current discourse on suicide. Whether using a medical,
   social, or biopsychosocial model, these various approaches to suicide
   arrive at the same conclusion : suicide is never an option. In their
   unequivocal condemnation of suicide, these approaches only listen to
   suicidal people's voices through a logic of surveillance, creating
   spaces that are unsafe for expression. Inspired by crip theories and
   disability studies, which critique the medical and social models of
   disability and develop other models, I recommend adopting a
   socio-subjective model of disability to interpret suicide.}},
Publisher = {{PRESSES UNIV MONTREAL}},
Address = {{PO BOX 6128, SUCCURSALE A, 3744 RUE JEAN-BRILLANT, MONTREAL, QUEBEC H3T
   1P1, CANADA}},
Type = {{Article}},
Language = {{French}},
Affiliation = {{Baril, A (Reprint Author), Univ Ottawa, Ecole Serv Social, 120 Rue Univ, Ottawa, ON K1N 6N5, Canada.
   Baril, Alexandre, Univ Ottawa, Ecole Serv Social, 120 Rue Univ, Ottawa, ON K1N 6N5, Canada.}},
DOI = {{10.7202/1054240ar}},
ISSN = {{0316-0041}},
Keywords = {{Suicide; critical disability studies; mental health; suicidal people's
   oppression (suicidism); injunction to live}},
Research-Areas = {{Criminology \& Penology}},
Web-of-Science-Categories  = {{Criminology \& Penology}},
Author-Email = {{abaril@uottawa.ca}},
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Number-of-Cited-References = {{74}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Criminologie}},
Doc-Delivery-Number = {{HE3QA}},
Unique-ID = {{ISI:000453271800009}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000453379900001,
Author = {Gulliver, Mike and Lyons, William John},
Title = {{Conceptualizing the Place of Deaf People in Ancient Israel: Suggestions
   from Deaf Space}},
Journal = {{JOURNAL OF BIBLICAL LITERATURE}},
Year = {{2018}},
Volume = {{137}},
Number = {{3}},
Pages = {{537-553}},
Month = {{FAL}},
Abstract = {{Building on the recent interest in disability studies within biblical
   studies, this article considers the place of the deaf in ancient Israel.
   Positive explorations of disability by Neil Walls, Saul Olyan, and
   Hector Avalos have moved away from the assumption that a deaf life in
   the ancient world was necessarily a squalid one. Using the insights into
   the complexities of deaf experience put forward by the Rev. J. H.
   Pettingell, a nineteenth-century clergyman who worked with what were
   then termed the ``deaf and dumb,{''} this article explores the different
   potential scenarios for a male and a female deaf person. It then
   considers the potential life options for a priestly son deafened early
   or born deaf. The conclusion notes the possibility of communal Deaf
   spaces in ancient Israel and calls for an acceptance of one of the
   central methodological assumptions of deaf studies, that where a group
   of deaf people come together, a signing community is likely to come into
   existence.}},
Publisher = {{SOC BIBLICAL LITERATURE}},
Address = {{825 HOUSTON MILL RD, SUITE 350, ATLANTA, GA 30329 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gulliver, M (Reprint Author), Univ Bristol, Bristol BS8 1TH, Avon, England.
   Gulliver, Mike; Lyons, William John, Univ Bristol, Bristol BS8 1TH, Avon, England.}},
DOI = {{10.15699/jbl.1373.2018.200601}},
ISSN = {{0021-9231}},
EISSN = {{1934-3876}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{mike.gulliver@bristol.ac.uk
   w.j.lyons@bristol.ac.uk}},
ORCID-Numbers = {{Gulliver, Mike/0000-0002-9832-8818}},
Cited-References = {{{[}Anonymous], DEUT.
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Number-of-Cited-References = {{58}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Biblic. Lit.}},
Doc-Delivery-Number = {{HE4ZU}},
Unique-ID = {{ISI:000453379900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000453326200008,
Author = {Spassiani, Natasha A.},
Title = {{It's Okay to Teach People with an Intellectual Disability About Their
   Disability (Practice Brief)}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2018}},
Volume = {{31}},
Number = {{3}},
Pages = {{287-294}},
Month = {{FAL}},
Abstract = {{This paper introduces a newly accredited university programme for
   students with an intellectual disability (ID). The curriculum is largely
   based on disability studies pedagogy that creates awareness of the
   social, political, and economic factors that influence how individuals
   with a disability navigate society. The aim of the innovative curriculum
   is to provide students with an ID with a high quality postsecondary
   education that may better equip them when transitioning from the
   education sector to employment and independent living. The university
   programme demonstrates a potential framework for inclusive education and
   the promotion of a more equitable education system for students with an
   ID.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Spassiani, NA (Reprint Author), Edinburgh Napier Univ, Sch Hlth \& Social Care, Edinburgh, Midlothian, Scotland.
   Spassiani, Natasha A., Edinburgh Napier Univ, Sch Hlth \& Social Care, Edinburgh, Midlothian, Scotland.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{Postsecondary education; intellectual disability; inclusion; civic
   engagement}},
Keywords-Plus = {{GENERAL CURRICULUM; MENTAL-RETARDATION; STUDENTS; TRANSITION; EDUCATION;
   OUTCOMES; ACCESS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{n.spassiani@napier.ac.uk}},
Cited-References = {{Ayres KM, 2011, EDUC TRAIN AUTISM DE, V46, P11.
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   WEHMEYER ML, 2002, TEACHING STUDENTS ME.}},
Number-of-Cited-References = {{27}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{HE4HH}},
Unique-ID = {{ISI:000453326200008}},
DA = {{2020-03-18}},
}

@article{ ISI:000449690400007,
Author = {Larson, Stephanie R.},
Title = {{Survivors, Liars, and Unfit Minds: Rhetorical Impossibility and Rape
   Trauma Disclosure}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2018}},
Volume = {{33}},
Number = {{4}},
Pages = {{681-699}},
Month = {{FAL}},
Abstract = {{This essay examines how disability interacts with gender in public
   discourse about sexual violence by investigating the ableist
   implications of two popular labels commonly applied to people who have
   experienced rape or sexual assault: survivors and liars. Using a
   rhetorical approach in conjunction with disability theory, I analyze how
   discourses of compulsory survivorship ask people who experience sexual
   assault to overcome disability and appear nondisabled, whereas rape-hoax
   narratives frame others as mentally ill, mad, or irrational. Taken
   together, I argue, these frameworks form a discursive paradox for people
   who experience sexual assault, specifically marking their mental fitness
   and placing them in a rhetorically impossible situation when attempting
   to disclose sexual assault. Demonstrating how these frameworks silence
   articulations of pain and the realities of mental illness that can
   result from sexual trauma brings debates about mental disability and
   pain more centrally into disability studies through a feminist lens.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Larson, SR (Reprint Author), Carnegie Mellon Univ, Rhetor program, Pittsburgh, PA 15213 USA.
   Larson, Stephanie R., Carnegie Mellon Univ, Rhetor program, Pittsburgh, PA 15213 USA.}},
DOI = {{10.1111/hypa.12435}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Keywords-Plus = {{POSTTRAUMATIC-STRESS-DISORDER; DISABILITY}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{stephanierlarson@gmail.com}},
Cited-References = {{Ahmed S., 2004, CULTURAL POLITICS EM.
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Number-of-Cited-References = {{66}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{GZ7UR}},
Unique-ID = {{ISI:000449690400007}},
DA = {{2020-03-18}},
}

@article{ ISI:000442764600004,
Author = {Kavanagh, Chandra},
Title = {{What Contemporary Models of Disability Miss: The Case for a
   Phenomenological Hermeneutic Analysis}},
Journal = {{INTERNATIONAL JOURNAL OF FEMINIST APPROACHES TO BIOETHICS}},
Year = {{2018}},
Volume = {{11}},
Number = {{2, SI}},
Pages = {{63-82}},
Month = {{FAL}},
Abstract = {{Many commonly accepted models for understanding disability use a
   vertical method in which disability is defined as a category into which
   people are slotted based on whether or not they fit its definitional
   criteria. This method, and the models of disability developed in
   accordance with it, inevitably homogenizes the experiences of disabled
   people to preserve the integrity of the definition of disability that a
   given model provides. A hermeneutic investigation and critique of
   commonly accepted models for understanding disability will provide an
   epistemological tool that makes it possible both to critique and to
   augment contemporary models of disability.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kavanagh, C (Reprint Author), McMaster Univ, Hamilton, ON, Canada.
   Kavanagh, Chandra, McMaster Univ, Hamilton, ON, Canada.}},
DOI = {{10.3138/ijfab.2018.01.26.1}},
ISSN = {{1937-4585}},
EISSN = {{1937-4577}},
Keywords = {{disability studies; medical model of disability; methodological
   critique; phenomenological hermeneutics; social model of disability}},
Research-Areas = {{Social Sciences - Other Topics; Biomedical Social Sciences; Women's
   Studies}},
Web-of-Science-Categories  = {{Ethics; Social Sciences, Biomedical; Women's Studies}},
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Number-of-Cited-References = {{36}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Fem. Approaches Bioeth.}},
Doc-Delivery-Number = {{GR6LV}},
Unique-ID = {{ISI:000442764600004}},
DA = {{2020-03-18}},
}

@article{ ISI:000445336400005,
Author = {de Beco, Gauthier},
Title = {{The right to inclusive education: why is there so much opposition to its
   implementation?}},
Journal = {{INTERNATIONAL JOURNAL OF LAW IN CONTEXT}},
Year = {{2018}},
Volume = {{14}},
Number = {{3}},
Pages = {{396-415}},
Month = {{SEP}},
Abstract = {{Although the Convention on the Rights of Persons with Disabilities
   (CRPD) proclaims the right to inclusive education, and much attention is
   being given to the goal of inclusive education in debates on human
   rights, there are doubts as to whether this right has led to a new
   direction in policy-making. The under-researched question is: why is
   there so much opposition to the implementation of the right to inclusive
   education? This paper examines the question by distinguishing between
   both the concept and practice of inclusive education. Using a specific
   interdisciplinary approach in order to critically analyse a legal norm,
   the paper looks into the very meaning of inclusive education by
   utilising some central conclusions from disability studies to appraise
   the ideal of inclusive education, and seeks to resolve related
   challenges by drawing upon political philosophy to investigate pragmatic
   solutions to the obstacles to inclusive education. This paper claims
   that it is thereby possible to incorporate the element of actual
   achievability into such an ideal.}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{de Beco, G (Reprint Author), Univ Leeds, Sch Law, Disabil Law, Leeds, W Yorkshire, England.
   de Beco, Gauthier, Univ Leeds, Sch Law, Disabil Law, Leeds, W Yorkshire, England.}},
DOI = {{10.1017/S1744552317000532}},
ISSN = {{1744-5523}},
EISSN = {{1744-5531}},
Keywords-Plus = {{AUTISTIC SPECTRUM; SOCIAL MODEL; DISABILITY; CONVENTION; PEOPLE;
   CAPABILITIES; TIME}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Law}},
Author-Email = {{g.debeco@leeds.ac.uk}},
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Number-of-Cited-References = {{95}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Int. J. Law Context}},
Doc-Delivery-Number = {{GU5OJ}},
Unique-ID = {{ISI:000445336400005}},
OA = {{Green Published, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000441687300022,
Author = {Clement-Guillotin, Corentin and Rohmer, Odile and Forestier, Cyril and
   Guillotin, Philippe and Deshayes, Maxime and d'Arripe-Longueville,
   Fabienne},
Title = {{Implicit and explicit stereotype content associated with people with
   physical disability: Does sport change anything?}},
Journal = {{PSYCHOLOGY OF SPORT AND EXERCISE}},
Year = {{2018}},
Volume = {{38}},
Pages = {{192-201}},
Month = {{SEP}},
Abstract = {{Objectives: This article examines whether sports practice can influence
   the stereotype content associated with people with physical disability
   from the viewpoint of people without disability.
   Design: Both implicit and explicit stereotypes were assessed for people
   with disability compared with people without disability (Study 1),
   people with disability who engage in sport compared with people without
   disability (Study 2), and people with disability who engage in sport
   compared with people with disability (Study 3).
   Method: Participants (N-study1 = 57, N-study 2 = 61, N-study 3 = 63)
   performed a warmth-Implicit Association Test and a competence-Implicit
   Association Test and were asked to rate how strongly they associated a
   series of warmth and competence traits with one or the other group of
   people.
   Results: In Study 1, people with disability were implicitly associated
   with less positivity and explicitly associated with higher warmth but
   lower competence than people without disability. The same results were
   found in Study 2. In Study 3, people with disability who engage in sport
   were explicitly associated with higher warmth and competence than people
   with disability but this result failed to emerge at an implicit level.
   Conclusions: The influence of practicing sport on the stereotype content
   associated with people with physical disability seems less consistent
   than has been assumed thus far. The results suggest the need for further
   study of the implicit stereotype content concerning people with
   disability and the types of information that might weaken the link
   between disability and negativity.}},
Publisher = {{ELSEVIER SCIENCE BV}},
Address = {{PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Clement-Guillotin, C (Reprint Author), Univ Cote Azur, Fac Sci Sport, Lab Motricite, Humaine,Expertise,Sport,Sante,EA 6312, 261 Blvd Mercantour,BP 3259-06205, Nice 3, France.
   Clement-Guillotin, Corentin; Deshayes, Maxime; d'Arripe-Longueville, Fabienne, Univ Cote Azur, LAMHESS, Nice, France.
   Rohmer, Odile, Univ Strasbourg, Lab Psychol Cognit, Strasbourg, France.
   Forestier, Cyril, Univ Grenoble Alpes, SENS, St Martin Dheres, France.
   Guillotin, Philippe, Agence Urbanisme Reg Nantaise, AURAN, Nantes, France.}},
DOI = {{10.1016/j.psychsport.2018.06.014}},
ISSN = {{1469-0292}},
EISSN = {{1878-5476}},
Keywords = {{Stereotyping; Implicit association test; Warmth; Competence; Objective
   response}},
Keywords-Plus = {{EXERCISE PARTICIPATION; IMPRESSION-FORMATION; PREJUDICE; INDIVIDUALS;
   COMPETENCE; STIGMA; WARMTH; MODEL; COGNITION; JUDGMENT}},
Research-Areas = {{Social Sciences - Other Topics; Psychology; Sport Sciences}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism; Psychology, Applied; Psychology;
   Sport Sciences}},
Author-Email = {{corentin.clementguillotin@yahoo.fr}},
ResearcherID-Numbers = {{Forestier, Cyril/U-8213-2019}},
ORCID-Numbers = {{Forestier, Cyril/0000-0001-8154-5296}},
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   Smith Brett, 2012, ROUTLEDGE HDB DISABI, P336.
   Tyrrell AC, 2010, REHABIL PSYCHOL, V55, P383, DOI 10.1037/a0021539.
   White MJ, 2006, J REHABIL, V72, P33.
   Wilson MM, 2015, PLOS ONE, V10, DOI 10.1371/journal.pone.0117732.}},
Number-of-Cited-References = {{43}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Psychol. Sport Exerc.}},
Doc-Delivery-Number = {{GQ5AG}},
Unique-ID = {{ISI:000441687300022}},
DA = {{2020-03-18}},
}

@article{ ISI:000448733400008,
Author = {Eales, Lindsay and Peers, Danielle},
Title = {{Choreographies of Crip and Mad Travel}},
Journal = {{CANADIAN THEATRE REVIEW}},
Year = {{2018}},
Volume = {{176}},
Pages = {{48-52}},
Month = {{FAL}},
Abstract = {{This choreographic script explores the movement possibilities and
   imperatives that come of travelling by air across the Canada-US border.
   In particular, it demonstrates the differential scores navigated by
   normates (those for whom airline travel is primarily designed) and by
   the specific Crip-Mad duet embodied by the authors. The script draws
   from Crip and Mad theory, disability studies, and duo-ethnographic
   methods to explore the complexities and ingenuities of mobilizing
   through and within the spaces and procedures of airline travel while
   crip and/or Mad.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Eales, L (Reprint Author), Univ Alberta, Fac Kinesiol Sport \& Recreat, Edmonton, AB, Canada.
   Eales, L (Reprint Author), CRIPSiE, Edmonton, AB, Canada.
   Peers, Danielle, CRIPSiE Collaborat Radically Integrated Performer, Edmonton, AB, Canada.
   Eales, Lindsay; Peers, Danielle, Univ Alberta, Fac Kinesiol Sport \& Recreat, Edmonton, AB, Canada.
   Eales, Lindsay, CRIPSiE, Edmonton, AB, Canada.}},
DOI = {{10.3138/ctr.176.008}},
ISSN = {{0315-0836}},
EISSN = {{1920-941X}},
Keywords = {{critical disability studies; crip theory; differential mobilities;
   duo-ethnography; mad studies; travel}},
Research-Areas = {{Theater}},
Web-of-Science-Categories  = {{Theater}},
Cited-References = {{Garland-Thomson Rosemarie., 1997, EXTRAORDINARY BODIES.
   Novic Sara, 2018, CNN CABLE NEWS  0301.}},
Number-of-Cited-References = {{2}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Can. Theatre Rev.}},
Doc-Delivery-Number = {{GY6UU}},
Unique-ID = {{ISI:000448733400008}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000447633500003,
Author = {Lyubov, Torlopova A.},
Title = {{CORPOREALITY, TECHNOLOGIES, AND SPATIALITY AS AXES OF
   DISABILITY-OBJECT'S EXISTENCE}},
Journal = {{SIBERIAN HISTORICAL RESEARCH-SIBIRSKIE ISTORICHESKIE ISSLEDOVANIYA}},
Year = {{2018}},
Number = {{3}},
Pages = {{32-47}},
Month = {{SEP}},
Abstract = {{Today's perceptions of disability have changed dramatically compared to
   those of the second half of the twentieth century. The paradigmatic
   shift from the medical to the social model of disability consists in the
   localisation of disability moving from away from the individual human
   body towards social space. Disability in the social sciences became seen
   as a social construct (Yarskaya-Smirnova, WHO). From the STS
   perspective, disability is not only a subject of discourse but is also a
   material-semiotic phenomenon. In this study, disability is considered as
   a space-time assemblage, which contains heterogeneous elements of
   reality (body, assistive technologies, a given person's situation,
   etc.). Despite the shift in the understanding of disability, the human
   body remains an important element of the assembly of the
   disability-object. Cyborgisation of the body changes the limits of
   disability. The technogenic environment changes daily practices,
   increasing their diversity and creating heterogeneity of social space.
   The pace of transformations of the human body and support infrastructure
   is constantly rising. The article discusses the interaction of
   corporeality, technologies, and disability.}},
Publisher = {{TOMSK STATE UNIV}},
Address = {{LENIN AVE, 36, TOMSK, 634050, RUSSIA}},
Type = {{Article}},
Language = {{Russian}},
Affiliation = {{Lyubov, AT (Reprint Author), Natl Res Tomsk State Univ, Sci \& Educ Ctr Policy Anal \& Studies Technol, Tomsk, Russia.
   Lyubov, Torlopova A., Natl Res Tomsk State Univ, Sci \& Educ Ctr Policy Anal \& Studies Technol, Tomsk, Russia.}},
DOI = {{10.17223/2312461X/21/3}},
ISSN = {{2312-461X}},
EISSN = {{2312-4628}},
Keywords = {{disability; disability studies; mobility studies; science and technology
   studies (STS); object-oriented philosophy; spaces; body; technologies;
   hybrids}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{lyubovtorlopova@gmail.com}},
Funding-Acknowledgement = {{Russian State Scientific Foundation (RGNF) / Russian Foundation of
   Fundamental Research (RFFI) {[}16-01-00145]; Centre of Academic Mobility
   (National Research Tomsk State University)}},
Funding-Text = {{The work was supported by the Russian State Scientific Foundation (RGNF)
   / Russian Foundation of Fundamental Research (RFFI), project no.
   16-01-00145, titled `Representation of Disability and People with
   Disability in Russia', (principal investigator Elena E. Stein) and by
   the Centre of Academic Mobility (National Research Tomsk State
   University)}},
Cited-References = {{Alieva N. Z., 2013, SOVREMENNYE PROBLEMY.
   {[}Anonymous], 2004, KULTURA KOMMUNIKATSI.
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   Haraway D, 2017, MANIFEST KIBORGOV NA.
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   Torlopova L. A., 2017, SOTSIOLOGIIA VLASTI, P103.
   {[}Торлопова Любовь Андреевна Torlopova Lyubov], 2018, {[}Этнографическое обозрение, Ethnographic Review, Etnograficheskoe obozrenie], P47, DOI 10.7868/S0869541518010050.
   Torlopova LA, 2017, VESTN TOMSK U-FILOS, V37, P92, DOI 10.17223/1998863X37/10.
   Urry J., 2007, MOBILITIES.
   Vakhshtain V. S., 2006, SOTSIOL VESHCHEY POV, P7.}},
Number-of-Cited-References = {{19}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Sib. Hist. Res.}},
Doc-Delivery-Number = {{GX3OC}},
Unique-ID = {{ISI:000447633500003}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000447139900006,
Author = {Reynolds, Joel Michael},
Title = {{The Extended Body: On Aging, Disability, and Well-being}},
Journal = {{HASTINGS CENTER REPORT}},
Year = {{2018}},
Volume = {{48}},
Number = {{3}},
Pages = {{S31-S36}},
Month = {{SEP-OCT}},
Abstract = {{Insofar as many older adults fit some definition of disability,
   disability studies and gerontology would seem to have common interests
   and goals. However, there has been little discussion between these
   fields. The aim of this paper is to open up the insights of disability
   studies as well as philosophy of disability to discussions in
   gerontology. In doing so, I hope to contribute to thinking about the
   good life in late life by more critically reflecting upon the meaning of
   the body, ability, and the variability of each. My central argument is
   that we should conceptualize age-associated bodily variations and
   abilities not in terms of individual capacity, but in terms of what I
   call ``the extended body.{''} It is in light of the meaning of
   embodiment and ability in general that we must think differently and
   more capaciously about the meaning of late life in particular.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Reynolds, JM (Reprint Author), Univ Massachusetts Lowell, Philosophy, Lowell, MA 01854 USA.
   Reynolds, JM (Reprint Author), Hastings Ctr, Bioeth \& Humanities, Garrison, NY 10524 USA.
   Reynolds, Joel Michael, Univ Massachusetts Lowell, Philosophy, Lowell, MA 01854 USA.
   Reynolds, Joel Michael, Hastings Ctr, Bioeth \& Humanities, Garrison, NY 10524 USA.}},
DOI = {{10.1002/hast.910}},
ISSN = {{0093-0334}},
EISSN = {{1552-146X}},
Keywords-Plus = {{AGE}},
Research-Areas = {{Social Sciences - Other Topics; Health Care Sciences \& Services;
   Medical Ethics; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Health Care Sciences \& Services; Medical Ethics; Social
   Sciences, Biomedical}},
ORCID-Numbers = {{Reynolds, Joel/0000-0002-9640-5082}},
Cited-References = {{Campbell F. K., 2001, GRIFFITH LAW REV, V42, P42.
   Clark A, 1998, ANALYSIS, V58, P7, DOI 10.1111/1467-8284.00096.
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   Gibson JJ, 1977, PERCEIVING ACTING KN.
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   Kittay Eva Feder, 1999, LOVES LABOR ESSAYS W.
   Lloyd L, 2014, AGEING SOC, V34, P1, DOI 10.1017/S0144686X12000761.
   Parens E, 2015, SHAPING OUR SELVES T.
   Reynolds Joel Michael, 2017, REV COMMUNICATION, V17, P149, DOI {[}10.1080/15358593.2017.1331255, DOI 10.1080/15358593.2017.1331255].
   Rowe J. W., 1998, SUCCESSFUL AGING MAC.
   Rubinstein RL, 2015, GERONTOLOGIST, V55, P34, DOI 10.1093/geront/gnu080.
   Shakespeare T., 2011, DISABILITY GOOD HUMA.
   Tremain Shelley., 2015, FOUCAULT GOVT DISABI.
   Weiss Gail, 2017, FEMINIST PHENOMENOLO.
   Wendell S, 1996, REJECTED BODY FEMINI.}},
Number-of-Cited-References = {{19}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Hastings Cent. Rep.}},
Doc-Delivery-Number = {{GW7IG}},
Unique-ID = {{ISI:000447139900006}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000445014800002,
Author = {Levin, Yael},
Title = {{Univocity, Exhaustion and Failing Better: Reading Beckett with
   Disability Studies}},
Journal = {{JOURNAL OF BECKETT STUDIES}},
Year = {{2018}},
Volume = {{27}},
Number = {{2}},
Pages = {{157-174}},
Month = {{SEP}},
Publisher = {{EDINBURGH UNIV PRESS}},
Address = {{THE TUN-HOLYROOD RD, 12 2F JACKSONS ENTRY, EDINBURGH EH8 8PJ, SCOTLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Levin, Y (Reprint Author), Hebrew Univ Jerusalem, English Dept, Jerusalem, Israel.
   Levin, Yael, Hebrew Univ Jerusalem, English Dept, Jerusalem, Israel.}},
DOI = {{10.3366/jobs.2018.0234}},
ISSN = {{0309-5207}},
EISSN = {{1759-7811}},
Research-Areas = {{Literature; Theater}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism; Literature, British Isles; Theater}},
Cited-References = {{Beckett Samuel, 2006, BECKETT BECKETT, P15.
   Beckett Samuel, 1997, S BECKETT CRITICAL H.
   Beckett Samuel, 2009, 3 NOVELS MOLLOY MALO.
   Berger James, 2014, DISARTICULATE LANGUA.
   Cavell S., 2002, MUST WE MEAN WHAT WE.
   Davidson Michael, 2010, J PHILOS CROSS DISCI, V6, p{[}13, 13].
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   Deleuze G., 1998, ESSAYS CRITICAL CLIN.
   Derrida Jacques, 1992, ACTS LIT.
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   Felman Shoshana, 1982, LIT PSYCHOANALYSIS Q, P5.
   Grue Jan, 2015, DISABILITY RES TODAY, P204.
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   Maude Ulrika, 2008, J BECKETT STUD, V17, P153.
   Mitchell David T., 2000, NARRATIVE PROSTHESIS.
   Quayson Ato, 2012, AESTHETIC NERVOUSNES.
   RABINOVITZ R, 1985, CONTEMP LITERATURE, V26, P317, DOI 10.2307/1208029.
   Shakespeare Tom, 2015, DISABILITY RES TODAY, P1.
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   Swain J, 2000, DISABIL SOC, V15, P569, DOI 10.1080/09687590050058189.
   Uhlmann A, 2006, SAMUEL BECKETT AND THE PHILOSOPHICAL IMAGE, P1, DOI 10.1017/CBO9780511485404.
   Wasser Audrey, 2013, MOD PHILOLOGY, V109, P245.
   Wolosky Shira, 1995, LANGUAGE MYSTICISM N.}},
Number-of-Cited-References = {{23}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Beckett Stud.}},
Doc-Delivery-Number = {{GU1IZ}},
Unique-ID = {{ISI:000445014800002}},
DA = {{2020-03-18}},
}

@article{ ISI:000442975400004,
Author = {Caddick, Nick and McGill, Gill and Greaves, Jane and Kiernan, Matthew D.},
Title = {{Resisting decline? Narratives of independence among aging limbless
   veterans}},
Journal = {{JOURNAL OF AGING STUDIES}},
Year = {{2018}},
Volume = {{46}},
Pages = {{24-31}},
Month = {{SEP}},
Abstract = {{`Maintaining independence' is a core project for many older people; a
   project which has received critical attention within aging studies. In
   this paper, we extend the critique by exploring how aging intersects
   with disability and militarism as additional critical subjectivities.
   The empirical focus of the paper is the narratives of older military
   veterans who had lost a limb either during or post-service. Data reveal
   the long legacy of military experience in the lives of these veterans; a
   legacy which is manifested in both negative and positive outcomes. A
   dominant narrative of `struggling against decline' is identified, while
   `minimization', `victimhood', and `life-as-normal' emerged as further
   narrative types through which veterans articulated their experiences of
   aging with limb loss. Findings from this study highlight both resilience
   and vulnerability as features of older veterans' experiences of aging
   with limb loss. Building on previous critiques, we add further nuance to
   understandings of how older people might respond to the narrative of
   decline, and illustrate multiple possible meanings of claims to
   `normality'. By sharing the stories of older limbless veterans, we aim
   to contribute to - and connect - several fields of study including aging
   studies, critical disability studies, and critical military studies.
   Findings are discussed in light of current trends in each of these
   fields.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Caddick, N (Reprint Author), Anglia Ruskin Univ, Vet \& Families Inst, Chelmsford Campus,Bishop Hall Lane, Chelmsford CM1 1SQ, England.
   Caddick, Nick, Anglia Ruskin Univ, Vet \& Families Inst, Chelmsford Campus,Bishop Hall Lane, Chelmsford CM1 1SQ, England.
   McGill, Gill; Greaves, Jane; Kiernan, Matthew D., Northumbria Univ, Dept Healthcare, Coach Lane Campus East, Newcastle Upon Tyne NE7 7XA, Tyne \& Wear, England.}},
DOI = {{10.1016/j.jaging.2018.06.002}},
ISSN = {{0890-4065}},
EISSN = {{1879-193X}},
Keywords = {{Narrative; Independence; Military; Veterans; Amputation}},
Keywords-Plus = {{WORLD-WAR-II; MILITARY SERVICE; BRITISH SOLDIER; SOCIAL SUPPORT;
   LIFE-COURSE; 4TH AGE; MASCULINITY; LONG; RETIREMENT; DISABILITY}},
Research-Areas = {{Geriatrics \& Gerontology}},
Web-of-Science-Categories  = {{Gerontology}},
Author-Email = {{nick.caddick@anglia.ac.uk}},
Funding-Acknowledgement = {{Armed Forces Covenant Aged Veterans Fund (UK) {[}TRBL11-NUN]}},
Funding-Text = {{This study was funded by the Armed Forces Covenant Aged Veterans Fund
   (UK), grant number (TRBL11-NUN). We thank the editor and an anonymous
   reviewer, along with Dr Cassandra Phoenix, for their supportive comments
   and insightful reflections on our paper prior to publication. We also
   wish to acknowledge the assistance of Barbara Harrington with data
   collection for this study.}},
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   Wool Zoe, 2015, WAR WEIGHT LIFE WALT.}},
Number-of-Cited-References = {{69}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Aging Stud.}},
Doc-Delivery-Number = {{GR8LM}},
Unique-ID = {{ISI:000442975400004}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000443056900004,
Author = {Cattell, Alec},
Title = {{Reading Disability Ethically: Gertrud Kolmar's Susanna}},
Journal = {{SEMINAR-A JOURNAL OF GERMANIC STUDIES}},
Year = {{2018}},
Volume = {{54}},
Number = {{3}},
Pages = {{350-364}},
Month = {{SEP}},
Abstract = {{Gertrud Kolmar's novella Susanna has primarily been analyzed for the
   ways it negotiates Jewishness and femininity in a climate hostile to
   them. While recent scholarship has considered the representation of
   disability in Susanna, a thorough analysis of this theme is needed in
   light of theoretical developments in disability studies. This essay
   examines the portrayal of the central figure as disabled with a focus on
   Kolmar's use of and departure from tropes that rely on the category of
   disability. Furthermore, it highlights the significance of these
   representational and rhetorical strategies with regard to the
   difficulties and possibilities of portraying disabled characters as life
   worthy of life amid ableist discourses. The analysis demonstrates how
   Susanna encourages readers to read illiterately by providing partial
   answers and discouraging transgression of the line between compassion
   and appropriation. While it invites vicarious witnessing of the
   stigmatization of persons with disabilities, Susanna also encourages
   readers to recognize the limits of one's ability to understand another's
   experience.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cattell, A (Reprint Author), Texas Tech Univ, Lubbock, TX 79409 USA.
   Cattell, Alec, Texas Tech Univ, Lubbock, TX 79409 USA.}},
DOI = {{10.3138/seminar.54.3.004}},
ISSN = {{0037-1939}},
EISSN = {{1911-026X}},
Keywords = {{Gertrud Kolmar; disability; vicarious witnessing; reading illiterately}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, German, Dutch, Scandinavian}},
Cited-References = {{Binding Karl, 1920, FREIGABE VERNICHTUNG.
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   Woltmann Johanna, 1995, G KOLMAR LEBEN WERK.}},
Number-of-Cited-References = {{35}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Semin.-J. Ger. Stud.}},
Doc-Delivery-Number = {{GR9GK}},
Unique-ID = {{ISI:000443056900004}},
DA = {{2020-03-18}},
}

@article{ ISI:000441751800004,
Author = {Kelly, Lori Duin},
Title = {{Managing Memories: Treating and Controlling Homesickness during the
   Civil War}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Year = {{2018}},
Volume = {{39}},
Number = {{3}},
Pages = {{285-301}},
Month = {{SEP}},
Abstract = {{Although it has disappeared as a clinical diagnosis, a Disability
   Studies perspective on Civil War nostalgia offers an opportunity to
   recover the process by which understanding around a medical event
   occurs. By incorporating and examining the interplay between and among
   participants in the conversation surrounding nostalgia as they operate
   within various site specific temporal and social contexts, this method
   of analysis offers an opportunity to arrive at an understanding not only
   of the factors that contribute to different perspectives on an illness,
   but also into how some voices become ascendant in constructing medical
   understanding and why others become subordinate, dismissed, or
   disappear.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kelly, LD (Reprint Author), Carroll Univ, 100 N East Ave, Waukesha, WI 53186 USA.
   Kelly, Lori Duin, Carroll Univ, 100 N East Ave, Waukesha, WI 53186 USA.}},
DOI = {{10.1007/s10912-016-9395-3}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{nostalgia; homesickness; Civil War; mental disease; patient narratives}},
Keywords-Plus = {{NOSTALGIA; DESERTION}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{lkelly@carrollu.edu}},
Cited-References = {{Adams G. W., 1952, DOCTORS IN BLUE.
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Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{GQ5SR}},
Unique-ID = {{ISI:000441751800004}},
DA = {{2020-03-18}},
}

@article{ ISI:000440528500011,
Author = {Hetherington, Sharon and Henwood, Tim and Swinton, Paul and Keogh,
   Justin and Gardiner, Paul and Tuckett, Anthony and Rouse, Kevin},
Title = {{Engineering Improved Balance Confidence in Older Adults With Complex
   Health Care Needs: Learning From the Muscling Up Against Disability
   Study}},
Journal = {{ARCHIVES OF PHYSICAL MEDICINE AND REHABILITATION}},
Year = {{2018}},
Volume = {{99}},
Number = {{8}},
Pages = {{1525-1532}},
Month = {{AUG}},
Abstract = {{Objective: To investigate the associations of balance confidence with
   physical and cognitive markers of well-being in older adults receiving
   government-funded aged care services and whether progressive resistance
   plus balance training could positively influence change.
   Design: Intervention study.
   Setting: Community-based older adult specific exercise clinic.
   Participants: Older adults (N=245) with complex care needs who were
   receiving government-funded aged care support.
   Interventions: Twenty-four weeks of twice weekly progressive resistance
   plus balance training carried out under the supervision of accredited
   exercise physiologists. Main Outcome Measures; The primary measure was
   the Activity-specific Balance Confidence Scale. Secondary measures
   included the Short Physical Performance Battery; fall history gathered
   as part of the health history questionnaire; hierarchical timed balance
   tests; Geriatric Anxiety Index; Geriatric Depression Scale; Fatigue,
   Resistance, Ambulation, Illness, Loss of Weight scale; and EuroQoL-5
   dimension 3 level.
   Results: At baseline, better physical performance (r=.54; P<.01) and
   quality of life (r=.52; P<.01) predicted better balance confidence. In
   contrast, at baseline, higher levels of frailty predicted worse balance
   confidence (r=.55; P<.01). Change in balance confidence after the
   exercise intervention was accompanied by improved physical performance
   (+12\%) and reduced frailty (-11\%). Baseline balance confidence was
   identified as the most consistent negative predictor of change scores
   across the intervention.
   Conclusions: This study shows that reduced physical performance and
   quality of life and increased frailty are predictive of worse balance
   confidence in older adults with aged care needs. However, when a
   targeted intervention of resistance and balance exercise is implemented
   that reduces frailty and improves physical performance, balance
   confidence will also improve. Given the influence of balance confidence
   on a raft of well-being determinants, including the capacity for
   positive physical and cognitive change, this study offers important
   insight to those looking to reduce falls in older adults. (C) 2018 by
   the American Congress of Rehabilitation Medicine}},
Publisher = {{W B SAUNDERS CO-ELSEVIER INC}},
Address = {{1600 JOHN F KENNEDY BOULEVARD, STE 1800, PHILADELPHIA, PA 19103-2899 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hetherington, S (Reprint Author), Burnie Brae Ltd, 60 Kuran St, Chermside, Qld 4032, Australia.
   Hetherington, Sharon; Rouse, Kevin, Burnie Brae Ltd, Brisbane, Qld, Australia.
   Henwood, Tim, Univ Queensland, Sch Human Movement \& Nutr Sci, Brisbane, Qld, Australia.
   Henwood, Tim, Southern Cross Care SA \& NT, Adelaide, SA, Australia.
   Swinton, Paul, Robert Gordon Univ, Sch Hlth Sci, Aberdeen, Scotland.
   Keogh, Justin, Bond Univ, Fac Hlth Sci \& Med, Bond Inst Hlth \& Sport, Gold Coast, Qld, Australia.
   Keogh, Justin, AUT Univ, Human Potential Ctr, Auckland, New Zealand.
   Keogh, Justin, Univ Sunshine Coast, Fac Sci Hlth Educ \& Engn, Cluster Hlth Improvement, Sippy Downs, Qld, Australia.
   Gardiner, Paul, Univ Queensland, Ctr Hlth Serv Res, Brisbane, Qld, Australia.
   Gardiner, Paul, Univ Queensland, Mater Res Inst, Brisbane, Qld, Australia.
   Tuckett, Anthony, Univ Queensland, Sch Nursing Midwifery \& Social Work, Brisbane, Qld, Australia.}},
DOI = {{10.1016/j.apmr.2018.03.004}},
ISSN = {{0003-9993}},
EISSN = {{1532-821X}},
Keywords = {{Aging; Exercise; Rehabilitation}},
Keywords-Plus = {{PHYSICAL PERFORMANCE BATTERY; ACTIVITY RESTRICTION; FEAR; EXERCISE;
   FALLS; STRENGTH; POWER; PREVENTION; VALIDITY; QUALITY}},
Research-Areas = {{Rehabilitation; Sport Sciences}},
Web-of-Science-Categories  = {{Rehabilitation; Sport Sciences}},
Author-Email = {{Hetherington.s@burniebrae.org.au}},
ResearcherID-Numbers = {{Keogh, Justin/I-5045-2019
   Gardiner, Paul/F-2751-2010
   TUCKETT, Anthony G./B-2229-2009}},
ORCID-Numbers = {{Keogh, Justin/0000-0001-9851-1068
   Gardiner, Paul/0000-0002-8072-2673
   TUCKETT, Anthony G./0000-0002-7578-4271}},
Funding-Acknowledgement = {{Commonwealth of Australia Department of Social Services Aged Care
   Service Improvement and Healthy Ageing Grant {[}4-Z35FF5]}},
Funding-Text = {{Supported by the Commonwealth of Australia Department of Social Services
   Aged Care Service Improvement and Healthy Ageing Grant (grant no.
   4-Z35FF5).}},
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Number-of-Cited-References = {{47}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Arch. Phys. Med. Rehabil.}},
Doc-Delivery-Number = {{GP0VE}},
Unique-ID = {{ISI:000440528500011}},
DA = {{2020-03-18}},
}

@article{ ISI:000444048100095,
Author = {Kislyakov, Pavel Aleksandrovich and Shmeleva, Elena Aleksandrovna and
   Luneva, Lyudmila Fedorovna and Rybakova, Anna Igorevna and Feofanov,
   Vasily Nikolaevich},
Title = {{Social and Psychological Safety of Adolescents with Intellectual
   Disabilities in Special and Inclusive Schools of Russia}},
Journal = {{JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH}},
Year = {{2018}},
Volume = {{12}},
Number = {{8}},
Pages = {{VC17-VC20}},
Month = {{AUG}},
Abstract = {{Introduction: The number of children with disorders of intellectual
   development in Russia in recent years have increased significantly
   around five percent. A significant proportion of adolescents with mental
   retardation (according to parents) are not satisfied with the safety at
   school and in its territory. Requirements to ensure the social and
   psychological safety of adolescents with disabilities in school are
   increasing.
   Aim: To compare the levels of sociopsychological safety of younger
   adolescents with mental (intellectual) disabilities enrolled in special
   boarding school and junior adolescents with mental (intellectual)
   disabilities enrolled in special classes in mainstream educational
   schools.
   Materials and Methods: The study was conducted from 10 January to 20
   February, 2017 in Moscow (Russia) on the basis of a special
   (correctional) boarding school number 102 and college of services number
   10. Total 42 of adolescents from special (correctional) boarding school
   and 38 adolescents from special class of inclusive schools took part in
   this study. The sampling criterion was the presence of F70-mild mental
   retardation in the subjects of diagnosis, age 12-14 years.
   Psychodiagnostic methods included ``The scale of subjective
   well-being{''} (Perrudet-Badoux, Mendelssohn and Chiche, author's
   adaptation) and ``Hostility questionnaire Bass- Durk{''} (A. Bass, E.
   Durk, author's adaptation).
   Results: Calculation of U-criterion of Mann-Whitney showed that the
   level of subjective well-being of younger adolescents with intellectual
   disabilities studying in special school was found to be significantly
   higher than in younger adolescents with intellectual disabilities
   enrolled in special classes in regular school (U=35.5, p <= 0.01).
   Calculation of U-criterion of Mann-Whitney showed that the level of
   aggressiveness of younger adolescents with intellectual disabilities
   studying in special school was significantly lower than in younger
   adolescents with intellectual disabilities enrolled in special classes
   in regular school (U=39.5, p <= 0.01).
   Conclusion: The state of social and psychological security in terms of
   optimal subjective well-being, less hostility and aggressiveness is more
   effectively achieved by adolescents of special (correctional) boarding
   school compared with a special class of inclusive school. The obtained
   results indicate the necessity of development and implementation in
   educational organisations with inclusive education, a comprehensive
   psychopedagogical support of social and psychological safety of children
   with developmental disabilities. It must create conditions to facilitate
   adaptation to the social environment, the development of safe social
   interactions, decrease aggression and the formation of social tolerance,
   through training and education.}},
Publisher = {{PREMCHAND SHANTIDEVI RESEARCH FOUNDATION}},
Address = {{71 JAIN COLONY, VEER NAGAR, DELHI, 110 007, INDIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kislyakov, PA (Reprint Author), Losinoostrovskaya 24, Moscow 107150, Russia.
   Kislyakov, Pavel Aleksandrovich; Rybakova, Anna Igorevna; Feofanov, Vasily Nikolaevich, Russian State Social Univ, Dept Special \& Clin Psychol, Moscow, Russia.
   Shmeleva, Elena Aleksandrovna; Luneva, Lyudmila Fedorovna, Ivanovo State Univ, Dept Special \& Clin Psychol, Shuya, Russia.}},
DOI = {{10.7860/JCDR/2018/35494.11885}},
ISSN = {{2249-782X}},
EISSN = {{0973-709X}},
Keywords = {{Aggression; Intellectual disorders; Mental retardation; Special boarding
   school}},
Keywords-Plus = {{EDUCATION; ATTITUDES}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Author-Email = {{pack.81@mail.ru}},
ResearcherID-Numbers = {{Shmeleva, Elena E.A./H-7821-2016
   Kislyakov, Pavel Aleksandrovich/E-4701-2016
   Rybakova, Anna/D-4120-2017}},
ORCID-Numbers = {{Shmeleva, Elena E.A./0000-0002-4698-5226
   Kislyakov, Pavel Aleksandrovich/0000-0003-1238-9183
   Rybakova, Anna/0000-0002-7816-8407}},
Funding-Acknowledgement = {{Russian Foundation for Basic ResearchRussian Foundation for Basic
   Research (RFBR) {[}16-36-01088]}},
Funding-Text = {{The publication was prepared within the framework of a research project
   supported by the Russian Foundation for Basic Research (grant No.
   16-36-01088 ``Sociopsychological safety of children with intellectual
   disabilities in a metropolis{''}).}},
Cited-References = {{{[}Anonymous], 2013, HDB INKLUSION GRUNDL.
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Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{J. Clin. Diagn. Res.}},
Doc-Delivery-Number = {{GS9NY}},
Unique-ID = {{ISI:000444048100095}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000441281700007,
Author = {Slater, Jen and Agustsdottir, Embla and Haraldsdottir, Freyja},
Title = {{Becoming intelligible woman: Gender, disability and resistance at the
   border zone of youth}},
Journal = {{FEMINISM \& PSYCHOLOGY}},
Year = {{2018}},
Volume = {{28}},
Number = {{3}},
Pages = {{409-426}},
Month = {{AUG}},
Abstract = {{This paper considers young disabled women navigating ableist and
   heteronormative constructs of adult womanhood. We consider adult
   womanhood at the embodied intersection of gender, sexuality and
   dis/ability (categories themselves mediated by race, class, coloniality,
   etc.). For young disabled women, questions of gender and sexuality were
   more often than not denied. Gendered and sexual identities were
   therefore politically and strategically used to claim adult and woman.
   Yet, such identities often felt restricted to binary gendered
   frameworks. Already positioned through ableism as non-normative, to
   exist outside of heteronormativity felt dangerous, risking paternalism
   and non-consensual bodily intervention. Drawing on the cases of Ashley X
   and Marie Adams, we argue that these dangers are often more severe for
   those with labels of intellectual impairment and/or considered to have
   the most severe impairments. Adulthood needs to be understood, not as a
   natural state of development (the endpoint of youth), but as a
   heteronormative and ableist socio-cultural-political construct, as well
   as a complex site of negotiation, conflict and resistance, which
   (differently) restricts how young people are able to become in the
   world. We fill a gap in scholarship by exploring the intersection of
   critical disability studies, crip theory and youth studies from a
   feminist perspective.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Slater, J (Reprint Author), Sheffield Hallam Univ, Dept Educ Childhood \& Inclus, Arundel Bldg,Howard St, Sheffield S1 1WB, S Yorkshire, England.
   Slater, Jen, Sheffield Hallam Univ, Sheffield, S Yorkshire, England.
   Agustsdottir, Embla; Haraldsdottir, Freyja, Tabu, Reykjavik, Iceland.
   Haraldsdottir, Freyja, Univ Iceland, Reykjavik, Iceland.}},
DOI = {{10.1177/0959353518769947}},
ISSN = {{0959-3535}},
EISSN = {{1461-7161}},
Keywords = {{youth; adulthood; disability; queer; crip}},
Keywords-Plus = {{YOUNG DISABLED PEOPLE; INTELLECTUAL DISABILITIES; WOMEN; DIFFERENCE;
   BODY}},
Research-Areas = {{Psychology; Women's Studies}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary; Women's Studies}},
Author-Email = {{j.slater@shu.ac.uk}},
ORCID-Numbers = {{Slater, Jen/0000-0001-6739-7784}},
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Number-of-Cited-References = {{65}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Feminism Psychol.}},
Doc-Delivery-Number = {{GQ0BQ}},
Unique-ID = {{ISI:000441281700007}},
OA = {{Green Accepted, Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000439960300012,
Author = {Roach, Rebecca},
Title = {{Epilepsy, digital technology and the black-boxed self}},
Journal = {{NEW MEDIA \& SOCIETY}},
Year = {{2018}},
Volume = {{20}},
Number = {{8}},
Pages = {{2880-2897}},
Month = {{AUG}},
Abstract = {{This article traces the history of epilepsy's affinities with new media.
   It draws on interviews with people with epilepsy (PWE) and wider
   instances of the condition's representation in the socio-cultural
   imaginary to demonstrate the degree to which epilepsy has been heavily
   technologized in the second half of the 20th century. Thanks to common
   analogies made between the seizing brain and the faulty electrical
   circuit, the PWE has been increasingly conceived within cybernetic
   terms: in particular, these subjects have long been black boxed' by the
   medical establishment. Tracking this connection across the rise of
   so-called Surveillance Medicine' and new digital health technologies
   reveals, I argue, suggestive parallels between the stigmatized PWE and
   the data-driven subject of today's digital environment.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Roach, R (Reprint Author), Kings Coll London, Dept English, Virginia Woolf Bldg,22 Kingsway, London WC2B 6LE, England.
   Roach, Rebecca, Kings Coll London, London, England.}},
DOI = {{10.1177/1461444817736926}},
ISSN = {{1461-4448}},
EISSN = {{1461-7315}},
Keywords = {{Black box; cybernetics; digital health technologies; digital
   subjectivity; disability studies; epilepsy; stigma}},
Keywords-Plus = {{HEALTH; MCCULLOCH; PEOPLE; RISE}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{rebecca.roach@kcl.ac.uk}},
Funding-Acknowledgement = {{European Research CouncilEuropean Research Council (ERC) {[}340331];
   Leone Ridsdale at the Institute of Psychiatry, Psychology \&
   Neuroscience, King's College London {[}PNM/13/14-18]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship and/or publication of this article: The
   research was conducted in collaboration with Leone Ridsdale at the
   Institute of Psychiatry, Psychology \& Neuroscience, King's College
   London (Research Ethics Committee no. PNM/13/14-18) and funded by a
   European Research Council Grant, `Ego-media: The impact of new media on
   forms and practices of self-presentation' (no. 340331).}},
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Number-of-Cited-References = {{87}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{New Media Soc.}},
Doc-Delivery-Number = {{GO4FX}},
Unique-ID = {{ISI:000439960300012}},
DA = {{2020-03-18}},
}

@article{ ISI:000439161100007,
Author = {Wegscheider, Angela},
Title = {{Culture-theory-disability: encounters between disability studies and
   cultural studies. Disability studies: body - power - difference series}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2018}},
Volume = {{12}},
Number = {{3}},
Pages = {{189-191}},
Month = {{AUG}},
Publisher = {{ELSEVIER MASSON, CORPORATION OFFICE}},
Address = {{65 CAMILLE DESMOULINS CS50083 ISSY-LES-MOULINEAUX, 92442 PARIS, FRANCE}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Wegscheider, A (Reprint Author), Johannes Kepler Univ Linz, Linz, Austria.
   Wegscheider, Angela, Johannes Kepler Univ Linz, Linz, Austria.}},
DOI = {{10.1016/j.alter.2018.06.001}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{angela.wegscheider@jku.at}},
Cited-References = {{Waldschmidt A., 2017, CULTURE THEORY DISAB.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{GN6CY}},
Unique-ID = {{ISI:000439161100007}},
DA = {{2020-03-18}},
}

@article{ ISI:000438302200001,
Author = {Reynolds, Joel Michael},
Title = {{Renewing Medicine's basic concepts: on ambiguity}},
Journal = {{PHILOSOPHY ETHICS AND HUMANITIES IN MEDICINE}},
Year = {{2018}},
Volume = {{13}},
Month = {{JUL 4}},
Abstract = {{Background: Edmund Pellegrino lamented that the cultural climate of the
   industrialized West had called the fundamental means and ends of
   medicine into question, leading him to propose a renewed reflection on
   medicine's basic concepts, including health, disease, and illness. My
   aim in this paper is take up Pellegrino's call. I argue that in order to
   usher in this renewal, the concept of ambiguity should take on a guiding
   role in medical practice, both scientific and clinical. After laying out
   Pellegrino's vision, I focus on the concept of normality, arguing that
   it undergirds modern medicine's other basic concepts. I draw on
   critiques by scholars in disability studies that show the concept of
   normality to be instructively ambiguous. Discussing the cases of
   Deafness and body integrity identity disorder (BIID), I argue that if
   medicine is to uphold its epistemic authority and fulfill its
   melioristic goals, ambiguity should become a central medical concept.
   Methods: In this theoretical paper, I consider how central concepts in
   the philosophy of medicine are challenged by research on experiences of
   disability. In particular, the idea that medical knowledge produces
   universal truths is challenged and the importance of historical,
   cultural, and otherwise situated knowledge is highlighed.
   Results: I demonstrate how experiences of disability complicate dominant
   theories in the philosophy of medicine and why medical practice and the
   philosophy of medicine should make ambiguity a central concept.
   Conclusions: If medical practitioners and philosophers of medicine wish
   to improve their understanding of the meaning and practice of medicine,
   they should take seriously the importance and centrality of ambiguity.}},
Publisher = {{BMC}},
Address = {{CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Reynolds, JM (Reprint Author), Hastings Ctr, Bioeth \& Humanities, 21 Malcolm Gordon Rd, Garrison, NY 10524 USA.
   Reynolds, Joel Michael, Hastings Ctr, Bioeth \& Humanities, 21 Malcolm Gordon Rd, Garrison, NY 10524 USA.}},
DOI = {{10.1186/s13010-018-0061-4}},
Article-Number = {{8}},
ISSN = {{1747-5341}},
Keywords = {{Ambiguity; Deafness; BIID; Normality; Patient-provider communication;
   Edmund Pellegrino; Philosophy of medicine; Philosophy of disability;
   Disability studies}},
Keywords-Plus = {{INTEGRITY IDENTITY DISORDER; HEALTH}},
Research-Areas = {{Social Sciences - Other Topics; History \& Philosophy of Science;
   Medical Ethics; Philosophy}},
Web-of-Science-Categories  = {{Ethics; History \& Philosophy Of Science; Medical Ethics; Philosophy}},
Author-Email = {{reynoldsj@thehastingscenter.org}},
ORCID-Numbers = {{Reynolds, Joel/0000-0002-9640-5082}},
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   Zagzebski Linda, 2017, EXEMPLARIST MORAL TH.}},
Number-of-Cited-References = {{38}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Philos. Ethics Humanit. Med.}},
Doc-Delivery-Number = {{GM6SD}},
Unique-ID = {{ISI:000438302200001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000440606600010,
Author = {Riza, Lala Septem and Firdaus, Dheana Susana and Junaeti, Enjun and
   Hidayat, Topik and Abdullah, Ade Gafar and Nandiyanto, Asep Bayu Dani
   and Abdullah, Cep Ubad},
Title = {{A CONCEPT AND IMPLEMENTATION OF INSTRUCTIONAL INTERACTIVE MULTIMEDIA FOR
   DEAF STUDENTS BASED ON INQUIRY-BASED LEARNING MODEL}},
Journal = {{JOURNAL OF ENGINEERING SCIENCE AND TECHNOLOGY}},
Year = {{2018}},
Volume = {{13}},
Number = {{7}},
Pages = {{2016-2035}},
Month = {{JUL}},
Abstract = {{Everyone, including deaf children, is entitled to the right of
   education. Deaf children have difficulties in developing cognitive
   abilities, linguistic skills, and reading comprehension. Therefore, this
   study was aimed to develop a concept and implementation of instructional
   media for deaf children to be implemented in inquiry-based learning
   interactive multimedia. The design of this media took account of 24
   characteristics of multimedia for deaf students. The experiment was
   carried out at the special school for disability students (i.e., Sekolah
   Luar Biasa (SLB) in Bahasa) Negeri Beringin Purwakarta, Indonesia,
   involving five fourth grade special students as the research subjects.
   The result of the experiment was then analyzed using a qualitative
   method. It was revealed that students' scores, perceptions of the media,
   feelings during and after the use of the media, and average attention
   spans were very good. Based on the results obtained during experiment,
   the developed media was proven to have positive impacts on the deaf
   children.}},
Publisher = {{TAYLORS UNIV SDN BHD}},
Address = {{1 JALAN SS15-8, SUBANG JAYA, SELANGOR, 47500, MALAYSIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Riza, LS (Reprint Author), Univ Pendidikan Indonesia, Jl Setiabudi 29, Bandung 40154, Jawa Barat, Indonesia.
   Riza, Lala Septem; Firdaus, Dheana Susana; Junaeti, Enjun; Hidayat, Topik; Abdullah, Ade Gafar; Nandiyanto, Asep Bayu Dani; Abdullah, Cep Ubad, Univ Pendidikan Indonesia, Jl Setiabudi 29, Bandung 40154, Jawa Barat, Indonesia.}},
ISSN = {{1823-4690}},
Keywords = {{Deaf children; Inquiry-based learning; Instructional media;
   Characteristics of multimedia for deaf students}},
Keywords-Plus = {{ANDROID APPLICATION; CHILDREN; HEARING; VIDEO; KANJI}},
Research-Areas = {{Engineering}},
Web-of-Science-Categories  = {{Engineering, Multidisciplinary}},
Author-Email = {{lala.s.riza@upi.edu}},
ResearcherID-Numbers = {{Abdullah, Ade Gafar/C-7167-2015
   }},
ORCID-Numbers = {{Abdullah, Ade Gafar/0000-0001-8917-2375
   Abdullah, Cep Ubad/0000-0002-6759-9543}},
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Number-of-Cited-References = {{29}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Eng. Sci. Technol.}},
Doc-Delivery-Number = {{GP1VX}},
Unique-ID = {{ISI:000440606600010}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000439843100005,
Author = {Thompson, Hannah},
Title = {{Lourdes's Monsters: A Critical Disability Studies Reading of the
   Spectacle of Disability}},
Journal = {{AUSTRALIAN JOURNAL OF FRENCH STUDIES}},
Year = {{2018}},
Volume = {{55}},
Number = {{2}},
Pages = {{171-183}},
Month = {{JUL}},
Abstract = {{Emile Zola's 1894 novel Lourdes, J.-K. Huysmans' 1906 travel narrative
   Les Foules de Lourdes and Francois Mauriac's 1932 novella Pelerins all
   seek to represent and interpret the ``monstrous{''} bodies of ill and
   disabled pilgrims who visited the town of Lourdes. This article uses
   Rosemarie Garland-Thomson's critical disability studies interpretation
   of the starer-staree relationship to explore the creative potential of
   the presence of disability in the literary text. All the texts under
   discussion are structured around a ``quest-for-cure{''} narrative which
   subscribes to the outdated ``medical{''} model of disability. Yet their
   narrators' interest in disabled bodies leads to a set of powerful
   aesthetic encounters where narrators and readers are invited to
   celebrate disability for its own sake.}},
Publisher = {{LIVERPOOL UNIV PRESS}},
Address = {{4 CAMBRIDGE ST, LIVERPOOL L69 7ZU, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Thompson, H (Reprint Author), Royal Holloway Univ London, London, England.
   Thompson, Hannah, Royal Holloway Univ London, London, England.}},
DOI = {{10.3828/AJFS.2018.16}},
ISSN = {{0004-9468}},
EISSN = {{2046-2913}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
Cited-References = {{Bakhtin Mikhail, 1968, RABELAIS HIS WORLD.
   Bauby Jean-Dominique, 1997, SCAPHANDRE PAPILLON, P68.
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   Zola Emile, 1894, OEUVRES COMPLETES TR.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Aust. J. Fr. Stud.}},
Doc-Delivery-Number = {{GO2XE}},
Unique-ID = {{ISI:000439843100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000437234400004,
Author = {Anderson, Amelia},
Title = {{Autism and the Academic Library: A Study of Online Communication}},
Journal = {{COLLEGE \& RESEARCH LIBRARIES}},
Year = {{2018}},
Volume = {{79}},
Number = {{5}},
Pages = {{645-658}},
Month = {{JUL}},
Abstract = {{Increased prevalence of autism spectrum disorder (ASD) diagnoses within
   the general population is reflected in the growing number of college and
   university students with ASD. This exploratory study used an unobtrusive
   qualitative content analysis design to explore the experiences of
   students with ASD in academic libraries. It seeks to understand their
   questions and concerns, as well as their experiences in using the
   library and library resources. Using the social model of disability
   studies, this study allows for voices of students with ASD to be
   presented in their own words, not through the perceptions of parents,
   caregivers, faculty, or staff.}},
Publisher = {{ASSOC COLL RESEARCH LIBRARIES}},
Address = {{50 E HURON ST, CHICAGO, IL 60611 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Anderson, A (Reprint Author), Old Dominion Univ, Norfolk, VA 23529 USA.
   Anderson, Amelia, Old Dominion Univ, Norfolk, VA 23529 USA.}},
DOI = {{10.5860/crl.79.5.645}},
ISSN = {{0010-0870}},
EISSN = {{2150-6701}},
Keywords-Plus = {{COLLEGE-STUDENTS; SPECTRUM DISORDERS; NEEDS; CHALLENGES; EDUCATION}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
Author-Email = {{ameliamaclay@gmail.com}},
ORCID-Numbers = {{Anderson, Amelia/0000-0001-5503-3940}},
Cited-References = {{Adreon, EVALUATING COLL TRAN, P271.
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   Zeedyk SM, 2016, FOCUS AUTISM DEV DIS, V31, P37, DOI 10.1177/1088357614525435.}},
Number-of-Cited-References = {{56}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Coll. Res. Libr.}},
Doc-Delivery-Number = {{GL5TP}},
Unique-ID = {{ISI:000437234400004}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000436453700003,
Author = {Peers, Danielle},
Title = {{Engaging Axiology: Enabling Meaningful Transdisciplinary Collaboration
   in Adapted Physical Activity}},
Journal = {{ADAPTED PHYSICAL ACTIVITY QUARTERLY}},
Year = {{2018}},
Volume = {{35}},
Number = {{3, SI}},
Pages = {{267-284}},
Month = {{JUL}},
Abstract = {{In this article, I explore the concept of axiology in the context of
   adapted physical activity research and analyze its connection to the
   more commonly discussed paradigmatic assumptions of epistemology and
   ontology. Following methodological scholars, I argue for an
   acknowledgment of the pivotal role that axiology already plays in
   adapted physical activity research and for the potential
   interdisciplinary and transdisciplinary opportunities that could be
   enabled by engaging with axiology in more explicit ways. I discuss a
   number of potential axiological gaps between the field of adapted
   physical activity and disability communities, arguing that such
   differences may undermine attempts at doing meaningful transdisciplinary
   research with such communities. I offer strategies for bridging these
   axiological gaps, encouraging us to work together in axiologically
   reflexive ways in order to increase meaningful opportunities for more
   people with disabilities to be engaged in the movement-based activities
   and communities of their choice.}},
Publisher = {{HUMAN KINETICS PUBL INC}},
Address = {{1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Peers, D (Reprint Author), Univ Alberta, Fac Phys Educ \& Recreat, Edmonton, AB, Canada.
   Peers, Danielle, Univ Alberta, Fac Phys Educ \& Recreat, Edmonton, AB, Canada.}},
DOI = {{10.1123/apaq.2017-0095}},
ISSN = {{0736-5829}},
EISSN = {{1543-2777}},
Keywords = {{critical disability studies; interdisciplinarity; paradigms; research
   assumptions}},
Keywords-Plus = {{DISABILITY; ETHICS; LANGUAGE; JUSTICE; SPORT}},
Research-Areas = {{Rehabilitation; Sport Sciences}},
Web-of-Science-Categories  = {{Rehabilitation; Sport Sciences}},
Author-Email = {{peers@ualberta.ca}},
Funding-Acknowledgement = {{Banting Postdoctoral Fellowship from the Social Science and Humanities
   Research Council of Canada}},
Funding-Text = {{This research was supported by a Banting Postdoctoral Fellowship from
   the Social Science and Humanities Research Council of Canada.}},
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Number-of-Cited-References = {{72}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Adapt. Phys. Act. Q.}},
Doc-Delivery-Number = {{GK8FL}},
Unique-ID = {{ISI:000436453700003}},
DA = {{2020-03-18}},
}

@article{ ISI:000436403100001,
Author = {Wysham, Katherine D. and Shoback, Dolores M. and Imboden, Jr., John B.
   and Katz, Patricia P.},
Title = {{Association of High Anti-Cyclic Citrullinated Peptide Seropositivity and
   Lean Mass Index With Low Bone Mineral Density in Rheumatoid Arthritis}},
Journal = {{ARTHRITIS CARE \& RESEARCH}},
Year = {{2018}},
Volume = {{70}},
Number = {{7}},
Pages = {{961-969}},
Month = {{JUL}},
Abstract = {{ObjectiveOsteoporotic fractures are associated with high morbidity and
   mortality. Persons with rheumatoid arthritis (RA) have twice the risk of
   osteoporosis-related fracture than age-matched controls, the causes for
   which remain unknown. We investigated contributions of RA
   characteristics, medication use, and body composition to low bone
   mineral density (BMD) in patients with RA.
   MethodsData were from the Arthritis, Body Composition, and Disability
   Study (n = 138; 82 women, 56 men). Demographic, clinical, laboratory,
   and functional variables were collected at study visits. Body
   composition (fat, lean muscle, and BMD) was measured by dual x-ray
   absorptiometry. Linear regression analyses evaluated the association
   between predictors and femoral neck BMD.
   ResultsAverage disease duration was 19 years, 70\% of patients were
   rheumatoid factor positive, and 55\% were high-positive anti-cyclic
   citrullinated peptide (anti-CCP). Age and high anti-CCP positivity were
   negatively associated with BMD after controlling for other variables ( =
   -0.003 and -0.055, respectively, P < 0.05). Appendicular lean mass index
   (ALMI) was positively associated with BMD ( = 0.053, P < 0.0001). In
   high anti-CCP positivity participants, increasing anti-CCP levels were
   associated with a negative linear trend in BMD ( = -0.011, P = 0.026).
   ConclusionHigh anti-CCP positivity and ALMI were strongly associated
   with BMD in patients with RA. The linear relationship of anti-CCP levels
   with lower BMD supports the hypothesis that processes specific to RA
   negatively impact BMD. In contrast, ALMI was positively associated with
   BMD, emphasizing the importance of this potentially modifiable risk
   factor. Our findings highlight the complicated interplay of RA
   disease-specific and functional factors and their impact on bone mass.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wysham, KD (Reprint Author), Univ Calif San Francisco, Div Rheumatol, Dept Med, 4150 Clement St,111R, San Francisco, CA 94121 USA.
   Wysham, Katherine D.; Shoback, Dolores M.; Imboden, John B., Jr.; Katz, Patricia P., Univ Calif San Francisco, San Francisco, CA 94143 USA.
   Shoback, Dolores M., San Francisco Dept Vet Affairs Med Ctr, San Francisco, CA USA.}},
DOI = {{10.1002/acr.23440}},
ISSN = {{2151-464X}},
EISSN = {{2151-4658}},
Keywords-Plus = {{PHYSICAL-ACTIVITY QUESTIONNAIRE; SOFT-TISSUE COMPOSITION; X-RAY
   ABSORPTIOMETRY; BODY-COMPOSITION; OSTEOPOROSIS MANAGEMENT;
   AMERICAN-COLLEGE; OLDER MEN; FAT MASS; TESTOSTERONE; COHORT}},
Research-Areas = {{Rheumatology}},
Web-of-Science-Categories  = {{Rheumatology}},
Author-Email = {{Katherine.Wysham@ucsf.edu}},
Funding-Acknowledgement = {{Rosalind Russell/Ephraim Engleman Arthritis Research Center; Department
   of Veterans AffairsUS Department of Veteran Affairs; NIHUnited States
   Department of Health \& Human ServicesNational Institutes of Health
   (NIH) - USA {[}P60-AR-053308]}},
Funding-Text = {{Supported by Rosalind Russell/Ephraim Engleman Arthritis Research
   Center, Department of Veterans Affairs, and the NIH (grant
   P60-AR-053308).}},
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Number-of-Cited-References = {{49}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Arthritis Care Res.}},
Doc-Delivery-Number = {{GK7QJ}},
Unique-ID = {{ISI:000436403100001}},
OA = {{Green Accepted, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000435941500003,
Author = {Van Hove, G.},
Title = {{Disability studies and citizens with a label of ``intellectual
   disability{''}: how do we tackle some prominent questions concerning
   diversity \& belonging?}},
Journal = {{JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES}},
Year = {{2018}},
Volume = {{31}},
Number = {{4, SI}},
Pages = {{471}},
Month = {{JUL}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Van Hove, G., Univ Ghent, Ghent, Belgium.}},
ISSN = {{1360-2322}},
EISSN = {{1468-3148}},
Research-Areas = {{Psychology; Rehabilitation}},
Web-of-Science-Categories  = {{Psychology, Educational; Rehabilitation}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Appl. Res. Intellect. Disabil.}},
Doc-Delivery-Number = {{GK2FG}},
Unique-ID = {{ISI:000435941500003}},
DA = {{2020-03-18}},
}

@article{ ISI:000435941500128,
Author = {Williams, V. and Richards, B.},
Title = {{Are people with IDD left out of disability studies?}},
Journal = {{JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES}},
Year = {{2018}},
Volume = {{31}},
Number = {{4, SI}},
Meeting = {{5695}},
Pages = {{511}},
Month = {{JUL}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Williams, V.; Richards, B., Univ Bristol, Norah Fry Ctr Disabil Studies, Bristol, Avon, England.}},
ISSN = {{1360-2322}},
EISSN = {{1468-3148}},
Research-Areas = {{Psychology; Rehabilitation}},
Web-of-Science-Categories  = {{Psychology, Educational; Rehabilitation}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Appl. Res. Intellect. Disabil.}},
Doc-Delivery-Number = {{GK2FG}},
Unique-ID = {{ISI:000435941500128}},
DA = {{2020-03-18}},
}

@article{ ISI:000435599300008,
Author = {Thompson, Hannah},
Title = {{Recent Work in Critical Disability Studies}},
Journal = {{PARAGRAPH}},
Year = {{2018}},
Volume = {{41}},
Number = {{2}},
Pages = {{233-244}},
Month = {{JUL}},
Publisher = {{EDINBURGH UNIV PRESS}},
Address = {{THE TUN-HOLYROOD RD, 12 2F JACKSONS ENTRY, EDINBURGH EH8 8PJ, SCOTLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Thompson, H (Reprint Author), Royal Holloway Univ London, French, London, England.
   Thompson, Hannah, Royal Holloway Univ London, French, London, England.}},
DOI = {{10.3366/para.2018.0265}},
ISSN = {{0264-8334}},
EISSN = {{1750-0176}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{Davidson Michael, 2008, CONCERTO LEFT HAND D.
   Dolmage Jay Timothy, 2014, DISABILITY RHETORIC.
   Goodley Dan, 2014, DISABILITY STUDIES T, pix.
   Siebers Tobin., 2010, DISABILITY AESTHETIC.
   Siebers Tobin, 2008, DISABILITY THEORY.}},
Number-of-Cited-References = {{5}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Paragraph}},
Doc-Delivery-Number = {{GJ7WA}},
Unique-ID = {{ISI:000435599300008}},
DA = {{2020-03-18}},
}

@article{ ISI:000435328000006,
Author = {Michinaga, Shotaro and Kimura, Akimasa and Hatanaka, Shunichi and
   Minami, Shizuho and Asano, Arisa and Ikushima, Yuki and Matsui, Shingo
   and Toriyama, Yoshiya and Fujii, Manami and Koyama, Yutaka},
Title = {{Delayed Administration of BQ788, an ETB Antagonist, after Experimental
   Traumatic Brain Injury Promotes Recovery of Blood-Brain Barrier Function
   and a Reduction of Cerebral Edema in Mice}},
Journal = {{JOURNAL OF NEUROTRAUMA}},
Year = {{2018}},
Volume = {{35}},
Number = {{13}},
Pages = {{1481-1494}},
Month = {{JUL}},
Abstract = {{Traumatic brain injury (TBI) is induced by immediate physical disruption
   of brain tissue, and causes death and disability. Studies on
   experimental TBI animal models show that disruption of the blood-brain
   barrier (BBB) underlies brain edema and neuroinflammation during the
   delayed phase of TBI. In neurological disorders, endothelin-1 (ET-1) is
   involved in BBB dysfunction and brain edema. In this study, the effect
   of ET antagonists on BBB dysfunction and brain edema were examined in a
   mouse focal TBI model using lateral fluid percussion injury (FPI). ET-1
   and ETB receptors were increased at 2-7 days after FPI, which was
   accompanied by extravasation of Evans blue (EB) and brain edema.
   Repeated intracerebroventricular administration of BQ788 (15nmol/day),
   an ETB antagonist, from 2 days after FPI promoted recovery of EB
   extravasation and brain edema, while FR 139317, an ETA antagonist, had
   no effect. Delayed intravenous administration of BQ788 also promoted
   recovery from FPI-induced EB extravasation and brain edema. While FPI
   caused decreases in claudin-5, occludin, and zonula occludens-1
   proteins, BQ788 reversed FPI-induced reductions of them.
   Immunohistochemical observation of the cerebrum after FPI showed that
   ETB receptors are predominantly expressed in glial fibrillary acidic
   protein (GFAP)-positive astrocytes. BQ788 reduced FPI-induced increases
   in GFAP-positive astrocytes. GFAP-positive astrocytes produced vascular
   endothelial growth factor-A (VEGF-A) and matrix metalloproteinase-9
   (MMP9). FPI-induced increases in VEGF-A and MMP-9 production were
   reversed by BQ788. These results suggest that ETB receptor antagonism
   during the delayed phase of focal TBI promotes recovery of BBB function
   and reduction of brain edema.}},
Publisher = {{MARY ANN LIEBERT, INC}},
Address = {{140 HUGUENOT STREET, 3RD FL, NEW ROCHELLE, NY 10801 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Koyama, Y (Reprint Author), 4-19-1 Motoyama Kita, Kobe, Hyogo 6688558, Japan.
   Michinaga, Shotaro; Kimura, Akimasa; Hatanaka, Shunichi; Minami, Shizuho; Asano, Arisa; Ikushima, Yuki; Matsui, Shingo; Toriyama, Yoshiya; Fujii, Manami, Osaka Ohtani Univ, Lab Pharmacol, Osaka, Japan.
   Koyama, Yutaka, Kobe Pharmaceut Univ, Dept Pharmacol, Kobe, Hyogo, Japan.}},
DOI = {{10.1089/neu.2017.5421}},
ISSN = {{0897-7151}},
EISSN = {{1557-9042}},
Keywords = {{astrocyte; blood-brain barrier; brain edema; endothelin}},
Keywords-Plus = {{ENDOTHELIAL GROWTH-FACTOR; CLOSED-HEAD INJURY; RAT-BRAIN; RECEPTOR
   ANTAGONISTS; SUBARACHNOID HEMORRHAGE; CEREBROSPINAL-FLUID; FACTOR-A;
   VEGF-A; ACTIVATION; ASTROCYTES}},
Research-Areas = {{General \& Internal Medicine; Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Critical Care Medicine; Clinical Neurology; Neurosciences}},
Author-Email = {{koyama-y@kobepharma-u.ac.jp}},
Funding-Acknowledgement = {{Japan Society for the Promotion of Science (JSPS)Ministry of Education,
   Culture, Sports, Science and Technology, Japan (MEXT)Japan Society for
   the Promotion of Science {[}15K07981, 16K18890]}},
Funding-Text = {{This work was supported by a Grant-in-Aid for Scientific Research (C;
   Grant Number: 15K07981) and Grant-in-Aid for Young Scientists (B; Grant
   Number: 16K18890) from the Japan Society for the Promotion of Science
   (JSPS). We also thank Rachel James, PhD, from Edanz Group
   (www.edanzediting.com/ac) for editing a draft of this manuscript.}},
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Number-of-Cited-References = {{64}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Neurotrauma}},
Doc-Delivery-Number = {{GJ4CQ}},
Unique-ID = {{ISI:000435328000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000449534100004,
Author = {Green, Bridget},
Title = {{A Qualitative Investigation of Bullying of Individuals with Disabilities
   on a College Campus}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2018}},
Volume = {{31}},
Number = {{2}},
Pages = {{135-147}},
Month = {{SUM}},
Abstract = {{The purpose of this study was to understand how individuals with
   disabilities experience bullying at a large university. This research
   consisted of a pilot study of two participants and the main study of
   seven participants. Each person participated in three semi-structured
   interviews that lasted between 10-60 minutes. The results of the study
   found that each participant experienced bullying in elementary school or
   high school. Every participant experienced bullying in college, with
   five of the seven participants experiencing bullying directly related to
   their disabilities. Past and current experiences of bullying influenced
   participants' relationships with peers and interactions within the
   collegiate environment. Some of the participants reported that peers
   provided an important role in coping with bullying while attending
   college, and addressed a need to feel safe across different
   environments. The results of this study reinforced a need to understand
   how minorities, specifically people with disabilities, experience
   bullying on college campuses. Colleges need to begin to create and
   implement bullying prevention programs that clearly outline supports at
   their respective institutions. Finally, disability student support
   services need to collaborate to ensure students feel comfortable
   reporting bullying in a safe, anonymous manner that provides the victim
   with opportunities to cope with the aggressive events.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Green, B (Reprint Author), George Washington Univ, Washington, DC 20052 USA.
   Green, Bridget, George Washington Univ, Washington, DC 20052 USA.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{Bullying; people with disabilities; college}},
Keywords-Plus = {{RISK-TAKING; SPECIAL-EDUCATION; STUDENTS; VICTIMIZATION; PERSPECTIVES;
   ADOLESCENCE; PREVALENCE; YOUTH}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{green.bridget@gmail.com}},
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Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{GZ6GY}},
Unique-ID = {{ISI:000449534100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000449534100007,
Author = {Takahashi, Kiriko and Uyehara, Lisa and Park, Hye Jin and Roberts, Kelly
   and Stodden, Robert},
Title = {{Internship to Improve Postsecondary Persistence for Students with
   Disabilities in the STEM Pipeline (Practice Brief)}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2018}},
Volume = {{31}},
Number = {{2}},
Pages = {{179-185}},
Month = {{SUM}},
Abstract = {{Pacific Alliance project staff developed an internship program for
   postsecondary students with disabilities (SWD) in the science,
   technology, engineering, and mathematics (STEM) pipeline. The aim of the
   internship was to improve students' persistence in postsecondary
   education by improving their motivation, self-confidence, social and
   communication skills, and organizational and time management skills. In
   this practice brief, the authors describe the Pacific Alliance project
   housed at the Center on Disability Studies at the University of Hawaii
   at Manoa, its internship program, and the experiences of three interns
   as examples of successful outcomes of the Pacific Alliance internship
   program. The authors conclude with a discussion on the importance of
   one-on-one coaching and support beyond academics for SWD to succeed in
   the STEM pipeline.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Takahashi, K (Reprint Author), Univ Hawaii Manoa, Ctr Disabil Studies, Honolulu, HI 96822 USA.
   Takahashi, Kiriko; Park, Hye Jin; Stodden, Robert, Univ Hawaii Manoa, Ctr Disabil Studies, Honolulu, HI 96822 USA.
   Uyehara, Lisa, Univ Hawaii Manoa, Honolulu, HI 96822 USA.
   Roberts, Kelly, No Arizona Univ, Inst Human Dev, Flagstaff, AZ 86011 USA.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{Internship; students with disabilities; STEM; persistence}},
Keywords-Plus = {{PARTICIPATION; OUTCOMES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Funding-Acknowledgement = {{National Science FoundationNational Science Foundation (NSF)
   {[}09-29079]}},
Funding-Text = {{This material is based upon work supported by the National Science
   Foundation under Grant No. HRD \#09-29079. Any opinions, findings, and
   conclusions or recommendations expressed in this material are those of
   the authors and do not necessarily reflect the views of the NSF.}},
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   Test D. W., 2009, CAREER DEV EXCEPTION.}},
Number-of-Cited-References = {{14}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{GZ6GY}},
Unique-ID = {{ISI:000449534100007}},
DA = {{2020-03-18}},
}

@article{ ISI:000441200400001,
Author = {Brilmyer, Gracen},
Title = {{Archival assemblages: applying disability studies' political/relational
   model to archival description}},
Journal = {{ARCHIVAL SCIENCE}},
Year = {{2018}},
Volume = {{18}},
Number = {{2}},
Pages = {{95-118}},
Month = {{JUN}},
Abstract = {{This paper critically explores power structures embedded in archival
   description and re-conceptualizes archives and archival material as
   assemblages of politicized decisions specifically by utilizing Alison
   Kafer's political/relational model of disability as a framework. Kafer's
   model draws upon previous models of disability to open up contestation
   and politicization of disability as a category. This approach
   acknowledges that concepts of disability always already intersect with
   notions of race, class, age, gender, and sexuality. This article argues
   that cross-informing archival studies and feminist disability studies
   illuminates the long history that records creation and description
   processes have in documenting, surveilling, and controlling disabled and
   other non-normative bodies and minds. Furthermore, a
   political/relational approach makes possible the illumination of
   archival assemblages: the multiple perspectives, power structures, and
   cultural influences-all of which are temporally, spatially, and
   materially contingent-that inform the creation and archival handling of
   records. Through close readings of multiple records' descriptions, both
   inside and outside of disability, this paper focuses on the complexity
   of language and its politics within disability communities. A
   political/relational approach first promotes moving away from the
   replication and reliance on self-evident properties of a record and
   second advocates for addressing-not redressing-contestable terms, both
   of which illuminate the archival assemblages which produced it. By
   embracing the contestation of disability, and therefore the
   corresponding ways in which it is represented in archives, archivists
   and archives users are able to perceive and challenge the ways in which
   norms and deviance are understood, perpetuated, and constructed in
   public narratives via archives. Existing at the intersection of
   disability studies, feminist discourse, and archival studies, this paper
   builds theory around archival description and radicalizes traditional
   approaches to understanding normativized constructs within archives as
   it encourages reflexivity and shifts power relations.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Brilmyer, G (Reprint Author), Univ Calif Los Angeles, Informat Studies, Los Angeles, CA 90095 USA.
   Brilmyer, Gracen, Univ Calif Los Angeles, Informat Studies, Los Angeles, CA 90095 USA.}},
DOI = {{10.1007/s10502-018-9287-6}},
ISSN = {{1389-0166}},
EISSN = {{1573-7519}},
Keywords = {{Assemblage theory; Critical theory; Description; Disability; Feminist
   disability studies; Social justice}},
Keywords-Plus = {{CATALOGS}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
Author-Email = {{gracenbrilz@gmail.com}},
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Number-of-Cited-References = {{88}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Arch. Sci.}},
Doc-Delivery-Number = {{GP8XV}},
Unique-ID = {{ISI:000441200400001}},
DA = {{2020-03-18}},
}

@article{ ISI:000440804400005,
Author = {Gabel, Susan L. and Kotel, Kathy},
Title = {{Motherhood in the Context of Normative Discourse: Birth Stories of
   Mothers of Children with Down Syndrome}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Year = {{2018}},
Volume = {{39}},
Number = {{2}},
Pages = {{179-193}},
Month = {{JUN}},
Abstract = {{Using birth stories as our object of inquiry, this article examines the
   ways in which normative discourses about gender, disability and Down
   syndrome construct the birth stories of three mothers of children with
   Down syndrome. Their stories are composed of the mothers' recollections
   of the first hours after birth as a time when their infants are
   separated from them and their postpartum needs are ignored. Together,
   their stories illustrate socio-cultural tropes that position Down
   syndrome as a dangerous form of the ``other{''} and mothers who give
   birth to children with Down syndrome as implicated in transgressing
   cultural norms.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gabel, SL (Reprint Author), Wayne State Univ, Teacher Educ Div, Coll Educ, 289 Educ Bldg, Detroit, MI 48202 USA.
   Gabel, Susan L., Wayne State Univ, Teacher Educ Div, Coll Educ, 289 Educ Bldg, Detroit, MI 48202 USA.
   Kotel, Kathy, Natl Louis Univ, Chicago, IL USA.}},
DOI = {{10.1007/s10912-015-9367-z}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{disability studies; birth stories; mothers; discourse; narrative}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{susan.gabel@wayne.edu
   kotelkathy@aol.com}},
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Number-of-Cited-References = {{41}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{GP4CJ}},
Unique-ID = {{ISI:000440804400005}},
DA = {{2020-03-18}},
}

@article{ ISI:000436493600034,
Author = {Lambert, Rachel},
Title = {{``Indefensible, Illogical, and Unsupported{''}; Countering Deficit
   Mythologies about the Potential of Students with Learning Disabilities
   in Mathematics}},
Journal = {{EDUCATION SCIENCES}},
Year = {{2018}},
Volume = {{8}},
Number = {{2}},
Month = {{JUN}},
Abstract = {{This paper describes two myths that circulate widely about the potential
   of students with Learning Disabilities to learn mathematics: (1) that
   students with Learning Disabilities cannot benefit from inquiry-based
   instruction in mathematics, and only from explicit instruction; and (2)
   that students with Learning Disabilities cannot construct their own
   mathematical strategies and do not benefit from engaging with multiple
   strategies. In this paper, I will describe how these myths have
   developed, and identify research that counters these myths. I argue that
   these myths are the unintended consequences of deficit constructions of
   students with Learning Disabilities in educational research. Using
   neurodiversity to frame disability as diversity rather than deficit, I
   assert that students with Learning Disabilities can learn mathematics to
   the highest levels, and that these limiting mythologies hold them back.}},
Publisher = {{MDPI}},
Address = {{ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Lambert, R (Reprint Author), Chapman Univ, Attallah Coll Educ Studies, Orange, CA 92866 USA.
   Lambert, Rachel, Chapman Univ, Attallah Coll Educ Studies, Orange, CA 92866 USA.}},
DOI = {{10.3390/educsci8020072}},
Article-Number = {{72}},
ISSN = {{2227-7102}},
Keywords = {{mathematics education; disability studies; special education; equity;
   myths; neurodiversity}},
Keywords-Plus = {{MATH; DIFFICULTIES; INSTRUCTION; CLASSROOMS; CHILDREN; SCIENCE; SCHOOL;
   ENVIRONMENTS; ADOLESCENTS; CURRICULUM}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{lambertr@chapman.edu}},
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Number-of-Cited-References = {{63}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Educ. Sci.}},
Doc-Delivery-Number = {{GK8RA}},
Unique-ID = {{ISI:000436493600034}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000436493600025,
Author = {Lewis, Katherine E. and Lynn, Dylan M.},
Title = {{Against the Odds: Insights from a Statistician with Dyscalculia}},
Journal = {{EDUCATION SCIENCES}},
Year = {{2018}},
Volume = {{8}},
Number = {{2}},
Month = {{JUN}},
Abstract = {{Students with dyscalculia are typically thought of by both researchers
   and educators as having deficits. The deficit language permeates studies
   of dyscalculia as well as assessments and documentation of students in
   schools. In this paper, we offer an alternative to the dominant
   narrative. We understand disabilities, and dyscalculia specifically, as
   resulting from cognitive differencesnot deficitswhich lead to issues of
   access. We provide a case study of Dylan (second author), an individual
   with dyscalculia who decided to major in statistics at University of
   California, Berkeley and become a statistician. Although she experienced
   significant issues of accessboth in the standard tools used to do
   mathematics, and in navigating the structures at the universityshe
   developed systems to enable her to compensate. She collaborated in this
   research enterprise in order to share with researchers, teachers,
   parents, and students her experiences with dyscalculia and how she was
   able to succeed in higher level mathematics. Informed by previous
   empirical work, we collected video recordings of Dylan's deliberate
   efforts to share insights and strategies with another student with
   dyscalculia. In this work, Dylan challenges dominant and problematic
   myths about ability and mathematics.}},
Publisher = {{MDPI}},
Address = {{ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lewis, KE (Reprint Author), Univ Washington, Coll Educ, Seattle, WA 98195 USA.
   Lewis, Katherine E., Univ Washington, Coll Educ, Seattle, WA 98195 USA.}},
DOI = {{10.3390/educsci8020063}},
Article-Number = {{63}},
ISSN = {{2227-7102}},
Keywords = {{dyscalculia; learning disability; mathematics; access; accommodations;
   compensation; myths; case study; disability studies; emancipatory
   research}},
Keywords-Plus = {{MATHEMATICAL LEARNING-DISABILITY; CHILDREN; KNOWLEDGE; STUDENTS; FACT;
   MLD}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{kelewis2@uw.edu
   dylanlynn.edu@gmail.com}},
Funding-Acknowledgement = {{University of WashingtonUniversity of Washington}},
Funding-Text = {{A grant from the University of Washington covered the cost of publishing
   in open access.}},
Cited-References = {{Barnes C., 2002, J RES SPECIAL ED NEE, V2, P233, DOI {[}10.1111/j.1471-3802.2002.00157.x., DOI 10.1111/J.1471-3802.2002.00157.X].
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Number-of-Cited-References = {{25}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Educ. Sci.}},
Doc-Delivery-Number = {{GK8RA}},
Unique-ID = {{ISI:000436493600025}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000433426100008,
Author = {Goulding, Helen},
Title = {{Disability Studies: An Interdisciplinary Introduction}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITIES}},
Year = {{2018}},
Volume = {{22}},
Number = {{2}},
Pages = {{206-207}},
Month = {{JUN}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Goulding, H (Reprint Author), Birmingham City Univ, Birmingham, W Midlands, England.
   Goulding, Helen, Birmingham City Univ, Birmingham, W Midlands, England.}},
DOI = {{10.1177/1744629517723980}},
ISSN = {{1744-6295}},
EISSN = {{1744-6309}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Cited-References = {{Goodley D., 2017, DISABILITY STUDIES I.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Intellect. Disabil.}},
Doc-Delivery-Number = {{GH4ZS}},
Unique-ID = {{ISI:000433426100008}},
DA = {{2020-03-18}},
}

@article{ ISI:000432526200008,
Author = {Halifax, Nancy Viva Davis and Fancy, David and Rinaldi, Jen and
   Rossiter, Kate and Tigchelaar, Alex},
Title = {{Recounting Huronia Faithfully: Attenuating Our Methodology to the
   ``Fabulation{''} of Truths-Telling}},
Journal = {{CULTURAL STUDIES-CRITICAL METHODOLOGIES}},
Year = {{2018}},
Volume = {{18}},
Number = {{3}},
Pages = {{216-227}},
Month = {{JUN}},
Abstract = {{If telling the truth is considered vital to research methodology, what
   happens in methodological spaces where ``telling the truth{''} is
   futile? In this article, we examine the limitations, possibility, and
   even desirability of normative forms of empirically verifiable
   truth-telling and the potentialities for storied or fabulated truths
   with regard to knowledges that have historically been dismissed by their
   audiences as unreliable and even deceptive. To do so, we draw from
   critical theory, and Deleuzian theory in particular, to offer a detailed
   theoretical framework for understanding the notion of fabulated truth.
   We then turn to our own research to describe a project that embraced the
   potential of fabulation as a deeply generative methodological practice
   in regard to better understanding experiences of trauma. This project,
   which involved working alongside people with intellectual disabilities
   who have survived institutional incarceration, used fluid arts-based
   methods to help engage the affective force of trauma to story multiple
   truths about an otherwise unspeakable history.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rossiter, K (Reprint Author), Wilfrid Laurier Univ, 73 George St, Brantford, ON N3T 2Y3, Canada.
   Halifax, Nancy Viva Davis, York Univ, Crit Disabil Studies Program, Toronto, ON, Canada.
   Fancy, David, Brock Univ, Dramat Arts, St Catharines, ON, Canada.
   Tigchelaar, Alex, Brock Univ, St Catharines, ON, Canada.
   Rinaldi, Jen, Univ Ontario Inst Technol, Legal Studies Program, Oshawa, ON, Canada.
   Rossiter, Kate, Wilfrid Laurier Univ, 73 George St, Brantford, ON N3T 2Y3, Canada.}},
DOI = {{10.1177/1532708617746421}},
ISSN = {{1532-7086}},
EISSN = {{1552-356X}},
Keywords = {{re-thinking critical theory; methods of inquiry; counter-narrative;
   politics and culture; critical disability studies; trauma}},
Research-Areas = {{Cultural Studies}},
Web-of-Science-Categories  = {{Cultural Studies}},
Author-Email = {{krossiter@wlu.ca}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC) {[}430-2014-00462]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by the Social Sciences and Humanities Research
   Council of Canada (430-2014-00462).}},
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Number-of-Cited-References = {{22}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Cult. Stud.-Crit. Methodologies}},
Doc-Delivery-Number = {{GG2ME}},
Unique-ID = {{ISI:000432526200008}},
DA = {{2020-03-18}},
}

@article{ ISI:000432529500002,
Author = {Mauldin, Laura and Saxena, Mamta},
Title = {{Mutual Exchange: Caregiving and Life Enhancement in Siblings of
   Individuals With Developmental Disabilities}},
Journal = {{JOURNAL OF FAMILY ISSUES}},
Year = {{2018}},
Volume = {{39}},
Number = {{8}},
Pages = {{2232-2264}},
Month = {{JUN}},
Abstract = {{Individuals with disabilities increasingly live at home. This study
   focuses on experiences of adult siblings (aged 18 years and older) in
   the United States who have a brother or sister with an
   intellectual/developmental disability. It is based on qualitative survey
   data (n = 224). We coded narratives of siblings' experiences and
   identified themes, correlating themes with demographic characteristics.
   The major finding was that narratives of the youngest age group (aged
   18-25 years) had the highest number of direct care codes. This group of
   siblings also had the highest number of codes indicating that their
   lives were enhanced by their brother or sister. To account for this, we
   utilize the mutual exchange theory of care from sociology and a social
   model of disability. As a result, we suggest a richer theoretical
   understanding of care and disability that can capture these nuances, and
   comment on some of the historical tensions between disability studies
   and caregiving.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mauldin, L (Reprint Author), Univ Connecticut, 348 Mansfield Rd,Unit 1058, Storrs, CT 06269 USA.
   Mauldin, Laura, Univ Connecticut, 348 Mansfield Rd,Unit 1058, Storrs, CT 06269 USA.
   Saxena, Mamta, SUNY Coll Oswego, Oswego, NY USA.}},
DOI = {{10.1177/0192513X17746452}},
ISSN = {{0192-513X}},
EISSN = {{1552-5481}},
Keywords-Plus = {{INVISIBLE DISABILITIES; SOCIAL-CONTROL; CARE; CHILDREN; PEOPLE; FAMILY;
   FUTURE; AGE; PERSPECTIVES; ILLNESS}},
Research-Areas = {{Family Studies}},
Web-of-Science-Categories  = {{Family Studies}},
Author-Email = {{laura.mauldin@uconn.edu}},
ResearcherID-Numbers = {{Saxena, Mamta/L-9952-2019}},
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   ZOLA IK, 1991, J HEALTH SOC BEHAV, V32, P1, DOI 10.2307/2136796.}},
Number-of-Cited-References = {{76}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Fam. Issues}},
Doc-Delivery-Number = {{GG2NL}},
Unique-ID = {{ISI:000432529500002}},
DA = {{2020-03-18}},
}

@article{ ISI:000432418200002,
Author = {Waldschmidt, Anne},
Title = {{Disability-Culture-Society: Strengths and weaknesses of a cultural model
   of dis/ability}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2018}},
Volume = {{12}},
Number = {{2}},
Pages = {{67-80}},
Month = {{JUN}},
Abstract = {{Drawing on the approach of disability studies this article claims the
   relevance of culture as an analytical category for the study of
   disability. It starts with differentiating several fields of research
   that focus on disability; then it explores the notion of culture. Next,
   it appreciates the social model of disability, sketches its history and
   resulting debates. It also provides an overview on earlier attempts of
   conceptualizing a cultural studies approach to disability. Further, it
   offers an analytical perspective that uses the concept of
   ``dis/ability{''}, analyses impairment, disability and normality as
   ``empty signifiers{''}, views dis/ability as naturalized and embodied
   difference, and understands this category as effected by symbolic
   orders, bodily practices and social institutions. Additionally,
   referring to the debate on independent living as an example, this
   article highlights the heuristic value of the cultural model of
   dis/ability for both research and practice by describing guiding
   questions resulting from individual, social and cultural models of
   disability. It concludes by discussing possible pitfalls of a cultural
   studies approach to dis/ability. (C) 2018 Association ALTER. Published
   by Elsevier Masson SAS. All rights reserved.}},
Publisher = {{ELSEVIER MASSON, CORP OFF}},
Address = {{65 CAMILLE DESMOULINS CS50083 ISSY-LES-MOULINEAUX, 92442 PARIS, FRANCE}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Waldschmidt, A (Reprint Author), Univ Cologne, Fac Human Sci, Frangenheimstr 4, D-50931 Cologne, Germany.
   Waldschmidt, Anne, Univ Cologne, Fac Human Sci, Frangenheimstr 4, D-50931 Cologne, Germany.}},
DOI = {{10.1016/j.alter.2018.04.003}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Keywords = {{Disability; Culture; Society; Methodology; Model; Independent living}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{anne.waldschmidt@uni-koeln.de}},
ORCID-Numbers = {{Waldschmidt, Anne/0000-0002-7371-3031}},
Cited-References = {{Albrecht G. L, 2003, HEILPADAGOGIK ONLINE, V3, P22.
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   Williams R, 2015, VOCABULARY CULTURE S.}},
Number-of-Cited-References = {{41}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{GG1CW}},
Unique-ID = {{ISI:000432418200002}},
DA = {{2020-03-18}},
}

@article{ ISI:000432266700002,
Author = {Hartblay, Cassandra},
Title = {{This is not thick description: Conceptual art installation as
   ethnographic process}},
Journal = {{ETHNOGRAPHY}},
Year = {{2018}},
Volume = {{19}},
Number = {{2}},
Pages = {{153-182}},
Month = {{JUN}},
Abstract = {{What happens when an ethnographer takes up the idiom of contemporary art
   installation to explore an ethnographic problem? Building on performance
   ethnography as developed by Dwight Conquergood and D. Soyini Madison, in
   which the research process itself is cultural performance, this article
   describes a methodological innovation that encourages a rethinking of
   ethnographic outputs. Contemporary art installation is generative as
   well as representational, and challenges ethnographers to think by
   doing. This article describes one such project to show that while a
   minimalist installation aesthetic does not on the surface constitute
   `thick description' in the Geertzian sense, it can be a generative part
   of a dialogic practice of ethnographic knowledge production. Integrating
   the interpretive tradition with feminist disability studies, my argument
   is that art installation offers a possible mode for ethnographers to
   work through ideas, solicit participation from academic audiences and
   research participants, create semiotic relationships, and come to know
   by doing.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hartblay, C (Reprint Author), Yale, Whitney \& Betty MacMillan Ctr Int \& Area Studies, European Studies Council, POB 208206, New Haven, CT 06520 USA.
   Hartblay, Cassandra, Yale Univ, MacMillan Ctr Int \& Area Studies, Russian Studies, New Haven, CT 06520 USA.}},
DOI = {{10.1177/1466138117726191}},
ISSN = {{1466-1381}},
EISSN = {{1741-2714}},
Keywords = {{art; design; installation; performance; performance ethnography;
   disability; infrastructure; Russia; thick description; feminist}},
Keywords-Plus = {{CITATIONALITY; PERFORMANCE; DISABILITY; CULTURE; BODY}},
Research-Areas = {{Anthropology; Sociology}},
Web-of-Science-Categories  = {{Anthropology; Sociology}},
Author-Email = {{cassandra.hartblay@gmail.com}},
Cited-References = {{{[}Anonymous], 2013, WARH MUS BRILL IS IT.
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   Shaw S, 2015, ETHNOGRAPHY, V16, P51, DOI 10.1177/1466138113505024.
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   Wilkinson-Weber CM, 2012, ETHNOGRAPHY, V13, P144, DOI 10.1177/1466138111413336.}},
Number-of-Cited-References = {{73}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Ethnography}},
Doc-Delivery-Number = {{GF9AA}},
Unique-ID = {{ISI:000432266700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000432061900010,
Author = {Christian, Stephen Michael},
Title = {{Autism in International Relations: A critical assessment of
   International Relations' autism metaphors}},
Journal = {{EUROPEAN JOURNAL OF INTERNATIONAL RELATIONS}},
Year = {{2018}},
Volume = {{24}},
Number = {{2}},
Pages = {{464-488}},
Month = {{JUN}},
Abstract = {{In this article, I explain how International Relations scholarship
   relates to ableism. Ableism is a sociopolitical system of narratives,
   institutions, and actions collectively reinforcing an ideology that
   benefits persons deemed able-bodied, able-minded, and normal by others,
   and devalues, limits, and discriminates against those deemed physically
   and/or mentally disabled and abnormal. International Relations scholars
   have been quick to utilize disability metaphors as rhetorical support
   for their arguments and analyses. This article discusses how metaphors
   in general and disability metaphors in particular get their meaning from
   various other discourses and narratives. International Relations
   scholars, in the case of disability metaphors, often draw from
   discourses and narratives that perpetuate ableism. I demonstrate how
   disability metaphors can be ableist by researching how several
   International Relations foreign policy analysts and theorists have
   applied autism metaphors. I argue that International Relations' uses of
   autism metaphors are ableist insomuch as they shape or reinforce
   understandings of autism that often oversimplify, overgeneralize, or
   otherwise misrepresent autism and Autistic people in ways that portray
   autism negatively. In the conclusion, I reflect on the importance of a
   disability studies program in International Relations and the broad set
   of topics that such a program should pursue.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Christian, SM (Reprint Author), Univ Utah, 332 S 1400 E, Salt Lake City, UT 84112 USA.
   Christian, Stephen Michael, Univ Utah, Polit Sci, Salt Lake City, UT 84112 USA.}},
DOI = {{10.1177/1354066117698030}},
ISSN = {{1354-0661}},
EISSN = {{1460-3713}},
Keywords = {{ableism; autism; disability; international relations; neurodiversity;
   rhetoric}},
Keywords-Plus = {{DISABILITY; POLICY}},
Research-Areas = {{International Relations}},
Web-of-Science-Categories  = {{International Relations}},
Author-Email = {{s.m.christian@utah.edu}},
Cited-References = {{ANDREWS B, 1984, INT ORGAN, V38, P321, DOI 10.1017/S0020818300026734.
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Number-of-Cited-References = {{51}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Eur. J. Int. Relat.}},
Doc-Delivery-Number = {{GF6FG}},
Unique-ID = {{ISI:000432061900010}},
DA = {{2020-03-18}},
}

@article{ ISI:000432754900005,
Author = {Miller, Ryan A.},
Title = {{Toward Intersectional Identity Perspectives on Disability and LGBTQ
   Identities in Higher Education}},
Journal = {{JOURNAL OF COLLEGE STUDENT DEVELOPMENT}},
Year = {{2018}},
Volume = {{59}},
Number = {{3}},
Pages = {{327-346}},
Month = {{MAY-JUN}},
Abstract = {{Little has been published on the intersections of disability and queer
   identities among college students. I propose 5 intersectional identity
   perspectives based on semistructured interviews with 25 students at a
   research university who identified as lesbian, gay, bisexual,
   transgender, or queer students with disabilities. Students articulated
   relationships among their disability and queer identities as (a)
   intersectional, (b) interactive, (c) overlapping, (d) parallel, and/or
   (e) oppositional. Students adopted multiple perspectives simultaneously
   to resist oppression, navigate changing contexts, and build resilience
   and community, suggesting implications for researchers and practitioners
   who might adopt a more nuanced view of students' intersecting
   identities.}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Miller, RA (Reprint Author), Univ North Carolina Charlotte, Dept Educ Leadership, 9201 Univ City Blvd, Charlotte, NC 28223 USA.
   Miller, Ryan A., Univ North Carolina Charlotte, Educ Leadership, Charlotte, NC USA.}},
DOI = {{10.1353/csd.2018.0030}},
ISSN = {{0897-5264}},
EISSN = {{1543-3382}},
Keywords-Plus = {{COLLEGE-STUDENTS; QUALITATIVE RESEARCH; MULTIPLE DIMENSIONS;
   BLACK-STUDENTS; QUEER THEORY; GAY; TRUSTWORTHINESS; CONSTRUCTIVIST;
   TRANSGENDER; FIELD}},
Research-Areas = {{Education \& Educational Research; Psychology}},
Web-of-Science-Categories  = {{Education \& Educational Research; Psychology, Applied}},
Author-Email = {{RMILL113@uncc.edu}},
ORCID-Numbers = {{Miller, Ryan/0000-0002-1855-9887}},
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Number-of-Cited-References = {{55}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{J. Coll. Stud. Dev.}},
Doc-Delivery-Number = {{GG5SB}},
Unique-ID = {{ISI:000432754900005}},
DA = {{2020-03-18}},
}

@article{ ISI:000431285600014,
Author = {Silva, Carla Filomena and Howe, P. David},
Title = {{The Social Empowerment of Difference The Potential Influence of Para
   sport}},
Journal = {{PHYSICAL MEDICINE AND REHABILITATION CLINICS OF NORTH AMERICA}},
Year = {{2018}},
Volume = {{29}},
Number = {{2}},
Pages = {{397+}},
Month = {{MAY}},
Abstract = {{This article explores the significance of Para sport culture in
   highlighting an emancipatory understanding of difference and enhancing
   social empowerment. Disability studies are used to illuminate the
   influence of ableist ideology on people with impairments. Rather than
   being suppressed, difference should be recognized and valued in Para
   sport practices and ideologies, leading to a pluralist culture, in which
   farther and wider social emancipation can be grounded. Acceptance of
   difference is an absolute and essential precondition for Para sport
   cultures to promote positive social change for people with disabilities.}},
Publisher = {{W B SAUNDERS CO-ELSEVIER INC}},
Address = {{1600 JOHN F KENNEDY BOULEVARD, STE 1800, PHILADELPHIA, PA 19103-2899 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Howe, PD (Reprint Author), Loughborough Univ Technol, Sch Sport Exercise \& Hlth Sci, Social Anthropol Sport, Loughborough LE11 3JE, Leics, England.
   Silva, Carla Filomena, Nottingham Trent Univ, Sch Sci \& Technol, Social Sci Sport, Nottingham NG1 4FQ, England.
   Howe, P. David, Loughborough Univ Technol, Sch Sport Exercise \& Hlth Sci, Social Anthropol Sport, Loughborough LE11 3JE, Leics, England.}},
DOI = {{10.1016/j.pmr.2018.01.009}},
ISSN = {{1047-9651}},
EISSN = {{1558-1381}},
Keywords = {{Ableism; Difference; Disability studies; Empowerment; Para sport}},
Keywords-Plus = {{PARALYMPIC GAMES; DISABILITY; CLASSIFICATION; SUPERCRIP; MOVEMENT;
   BODIES}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{p.d.howe@lboro.ac.uk}},
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Number-of-Cited-References = {{44}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Phys. Med. Rehabil. Clin. N. Am.}},
Doc-Delivery-Number = {{GE5TS}},
Unique-ID = {{ISI:000431285600014}},
DA = {{2020-03-18}},
}

@article{ ISI:000429772100005,
Author = {Hennessey, Maeghan N. and Terry, Robert and Martin, James E. and
   McConnell, Amber E. and Willis, Donna M.},
Title = {{Factor Structure and Basic Psychometric Properties of the Transition
   Assessment and Goal Generator}},
Journal = {{CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS}},
Year = {{2018}},
Volume = {{41}},
Number = {{2}},
Pages = {{99-110}},
Month = {{MAY}},
Abstract = {{We examined the theoretical factor structure fit and psychometric
   properties of the Transition Assessment and Goal Generator (TAGG). In
   the first study, 349 transition-aged students with disabilities, their
   special educators, and family members completed TAGG assessments, and
   using exploratory factor analysis (EFA)/confirmatory factor analysis
   (CFA), a simple eight-factor structure emerged. In 2 subsequent years,
   independent samples of students with disabilities (Study II, N = 257;
   Study III, N = 846), their special educators, and family members
   completed the TAGG, and the TAGG structure replicated in both years
   across all versions using CFAs. The results provide evidence of
   construct validity and reliability. We discuss implications of the
   results and identify future research needs.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hennessey, MN (Reprint Author), Univ Oklahoma, 820 Van Vleet Oval,Room 310, Norman, OK 73019 USA.
   Hennessey, Maeghan N.; Terry, Robert; Martin, James E.; McConnell, Amber E.; Willis, Donna M., Univ Oklahoma, 820 Van Vleet Oval,Room 310, Norman, OK 73019 USA.}},
DOI = {{10.1177/2165143417691021}},
ISSN = {{2165-1434}},
EISSN = {{2165-1442}},
Keywords = {{transition assessment; assessment development; transition education;
   annual transition goals}},
Keywords-Plus = {{REPLICATION; CALL}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{maeghan@ou.edu}},
Funding-Acknowledgement = {{Institute of Education Sciences, National Center for Special Education
   Research {[}R324A100246]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: A grant
   from the Institute of Education Sciences, National Center for Special
   Education Research, Grant Award R324A100246, in part, supported this
   research project.}},
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Number-of-Cited-References = {{28}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Career Dev. Transit. Except. Individ.}},
Doc-Delivery-Number = {{GC4RI}},
Unique-ID = {{ISI:000429772100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000431360300005,
Author = {Berglind, Daniel and Nyberg, Gisela and Willmer, Mikaela and Persson,
   Margareta and Wells, Michael and Forsell, Yvonne},
Title = {{An eHealth program versus a standard care supervised health program and
   associated health outcomes in individuals with mobility disability:
   study protocol for a randomized controlled trial}},
Journal = {{TRIALS}},
Year = {{2018}},
Volume = {{19}},
Month = {{APR 27}},
Abstract = {{Background: Young adults with mobility disability (MD) are less likely
   to engage in regular physical activity (PA) compared with their
   able-bodied peers and inactive adults with a MD are more likely to
   report one or more chronic diseases compared to those who are physically
   active. Despite the vast amount of research published in the field of PA
   interventions over the past decades, little attention has been focused
   on interventions aiming to increase PA among individuals with MD. Thus,
   we propose to compare the effects of an eHealth program compared to a
   usual care supervised health program on levels of PA and other health
   behaviors.
   Methods: The current intervention will use a randomized controlled trial
   (RCT) design with two treatment groups (an eHealth program and a usual
   care supervised health program) in young adults with newly acquired MD.
   In total, 110 young adults (aged 18-40 years) with a MD, acquired within
   the past 3 years, will be recruited to participate in a 12-week
   intervention. The primary study outcome is accelerometer-measured time
   spent in moderate to vigorous PA. Secondary outcomes includes
   health-related quality of life, depression, stress, fitness, body
   composition, diet, musculoskeletal pain, motivation to exercise and work
   ability.
   Discussion: There is a lack of RCTs investigating effective ways to
   increase levels of PA in young adults with MD. Increased levels of PA
   among this physically inactive population have the potential to
   substantially improve health-related outcomes, possibly more so than in
   the general population. The trial will put strong emphasis on optimizing
   exercise adherence and investigating feasibility in the two treatment
   programs. The Ethical Review Board (EPN) at Karolinska Institutet has
   approved the study (2017/1206-31/1).}},
Publisher = {{BMC}},
Address = {{CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Berglind, D (Reprint Author), Karolinska Inst, Dept Publ Hlth Sci, Stockholm, Sweden.
   Berglind, Daniel; Nyberg, Gisela; Wells, Michael; Forsell, Yvonne, Karolinska Inst, Dept Publ Hlth Sci, Stockholm, Sweden.
   Willmer, Mikaela, Univ Gavle, Dept Hlth \& Caring Sci, Gavle, Sweden.
   Persson, Margareta, Umea Univ, Dept Nursing, Umea, Sweden.}},
DOI = {{10.1186/s13063-018-2646-z}},
Article-Number = {{258}},
ISSN = {{1745-6215}},
Keywords = {{Mobility disability; Physical activity; Randomized controlled trial
   (RCT); Exercise; Fitness}},
Keywords-Plus = {{TIME PHYSICAL-ACTIVITY; BEHAVIOR-CHANGE; WORK ABILITY; YOUNG-ADULTS;
   INTERVENTIONS; QUESTIONNAIRE; ACCELEROMETER; PHOTOGRAPHY; VALIDATION;
   OVERWEIGHT}},
Research-Areas = {{Research \& Experimental Medicine}},
Web-of-Science-Categories  = {{Medicine, Research \& Experimental}},
Author-Email = {{daniel.berglind@ki.se}},
ResearcherID-Numbers = {{Cusco, Xavier Garcia/S-7576-2019
   }},
ORCID-Numbers = {{Cusco, Xavier Garcia/0000-0001-7199-6931
   Persson, Margareta/0000-0002-5300-0990}},
Funding-Acknowledgement = {{Swedish Research Council for Health, Working-life and Welfare (FORTE)}},
Funding-Text = {{Swedish Research Council for Health, Working-life and Welfare (FORTE).}},
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Number-of-Cited-References = {{42}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Trials}},
Doc-Delivery-Number = {{GE6SV}},
Unique-ID = {{ISI:000431360300005}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000429788700001,
Author = {Wolan-Nieroda, Andzelina and Guzik, Agnieszka and Bazarnik-Mucha,
   Katarzyna and Rachwal, Maciej and Drzal-Grabiec, Justyna and Szeliga,
   Ewa and Walicka-Cuprys, Katarzyna},
Title = {{Assessment of Foot Shape in Children and Adolescents with Intellectual
   Disability: A Pilot Study}},
Journal = {{MEDICAL SCIENCE MONITOR}},
Year = {{2018}},
Volume = {{24}},
Pages = {{2149-2157}},
Month = {{APR 11}},
Abstract = {{Background: Available publications provide little evidence pertaining to
   assessment of foot shape in children with intellectual disability. The
   aim of this study was to assess the parameters of foot shape in children
   and adolescents with intellectual disability and to evaluate the
   relationship between the degree of disability and these parameters.
   Material/Methods: The study involved 90 individuals aged 7-15 years,
   including 45 subjects with mild and moderate levels of intellectual
   disability (study group) and 45 peers with normal intellectual
   development (control group). Each participant was subjected to
   photogrammetric assessment of foot shape based on the projection moire
   effect.
   Results: Analysis of the relationship between the disability level and
   the assessed parameters showed that the length of the right (p=0.006)
   and left (p=0.004) foot, as well as Wejsflog's rate for the right
   (p<0.001) and left (p<0.001) foot, were significantly higher among
   children with mild disability, whereas GAMMA angle of the right
   (p=0.028) and left (p=0.006) foot was significantly higher among
   children with moderate disability.
   Conclusions: The findings show a significant relationship between the
   degree of disability and the assessed foot parameters. Significant
   differences between the subjects with intellectual disability and the
   control group were identified in the basic parameters defining foot
   structure.}},
Publisher = {{INT SCIENTIFIC LITERATURE, INC}},
Address = {{361 FOREST LANE, SMITHTOWN, NY 11787 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Guzik, A (Reprint Author), Univ Rzeszow, Inst Physiotherapy, Med Dept, Rzeszow, Poland.
   Wolan-Nieroda, Andzelina; Guzik, Agnieszka; Bazarnik-Mucha, Katarzyna; Rachwal, Maciej; Drzal-Grabiec, Justyna; Szeliga, Ewa; Walicka-Cuprys, Katarzyna, Univ Rzeszow, Inst Physiotherapy, Med Dept, Rzeszow, Poland.}},
DOI = {{10.12659/MSM.905184}},
ISSN = {{1643-3750}},
Keywords = {{Foot Bones; Foot Deformities; Acquired; Intellectual Disability}},
Keywords-Plus = {{DOWN-SYNDROME; POSTURAL BALANCE; LENGTH RATIO; STRENGTH; GAIT}},
Research-Areas = {{Research \& Experimental Medicine}},
Web-of-Science-Categories  = {{Medicine, Research \& Experimental}},
Author-Email = {{agnieszkadepa2@wp.pl}},
ResearcherID-Numbers = {{Rachwal, Maciej/V-1175-2019
   }},
ORCID-Numbers = {{Rachwal, Maciej/0000-0003-4700-9515
   Guzik, Agnieszka/0000-0002-4582-4383
   Szeliga, Ewa/0000-0001-5038-5103
   Drzal-Grabiec, Justyna/0000-0002-0794-304X
   Walicka-Cuprys, Katarzyna/0000-0003-0892-9001
   Bazarnik-Mucha, Katarzyna/0000-0002-5107-3272}},
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Number-of-Cited-References = {{25}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Med. Sci. Monitor}},
Doc-Delivery-Number = {{GC4XJ}},
Unique-ID = {{ISI:000429788700001}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000429496000001,
Author = {Wu, Fenzan and Wei, Xiaojie and Wu, Yanqing and Kong, Xiaoxia and Hu,
   Aiping and Tong, Songlin and Liu, Yanlong and Gong, Fanhua and Xie, Ling
   and Zhang, Jinjing and Xiao, Jian and Zhang, Hongyu},
Title = {{Chloroquine Promotes the Recovery of Acute Spinal Cord Injury by
   Inhibiting Autophagy-Associated Inflammation and Endoplasmic Reticulum
   Stress}},
Journal = {{JOURNAL OF NEUROTRAUMA}},
Year = {{2018}},
Volume = {{35}},
Number = {{12}},
Pages = {{1329-1344}},
Month = {{JUN}},
Abstract = {{Spinal cord injury (SCI) is a severe nervous system disease that may
   lead to lifelong disability. Studies have shown that autophagy plays a
   key role in various diseases; however, the mechanisms regulating
   cross-talk between autophagy, inflammation, and endoplasmic reticulum
   (ER) stress during SCI recovery remain unclear. This study was designed
   to investigate the mechanism by which chloroquine (CQ) inhibits
   autophagy-associated inflammation and ER stress in rats during their
   recovery from acute SCI. We evaluated the locomotor function, level of
   autophagy, and levels of inflammatory cytokines and ER-stress-associated
   proteins and examined the degradation of the key regulator of
   inflammation inhibitor of kappa B alpha (I-B) through autophagy by
   analyzing the colocalization of I-B, p62, and microtubule-associated
   protein 1 light chain 3-II. In addition, overexpression of the p62 and
   activating transcription factor 4 (ATF4) silencing plasmids was used to
   verify the important roles for autophagic degradation and ER stress. In
   this study, locomotor function is improved, and autophagy and
   inflammation are significantly inhibited by, CQ treatment in the model
   rats. In addition, CQ significantly inhibits the degradation of
   ubiquitinated I-B and blocks the nuclear translocation of nuclear factor
   kappa B p65 and expression of inflammatory factors. Overexpression of
   p62 increases I-B degradation and improves inflammatory responses.
   Moreover, CQ treatment also inhibits the activation of ER stress in the
   rat SCI model, and the ATF4 signaling pathway is required for
   ER-stress-induced activation of autophagy. These findings reveal a novel
   mechanism underlying the beneficial effects of CQ on the recovery of
   SCI, particularly the mechanisms regulating cross-talk between
   autophagy, inflammation, and ER stress.}},
Publisher = {{MARY ANN LIEBERT, INC}},
Address = {{140 HUGUENOT STREET, 3RD FL, NEW ROCHELLE, NY 10801 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Xiao, J; Zhang, HY (Reprint Author), Wenzhou Med Univ, Sch Pharm, Mol Pharmacol Res Ctr, Key Lab Biotechnol \& Pharmaceut Engn, Wenzhou 325035, Zhejiang, Peoples R China.
   Wu, Fenzan; Hu, Aiping; Liu, Yanlong; Gong, Fanhua; Xie, Ling; Xiao, Jian; Zhang, Hongyu, Wenzhou Med Univ, Sch Pharmaceut Sci, Mol Pharmacol Res Ctr, Wenzhou, Peoples R China.
   Wu, Fenzan; Wei, Xiaojie; Tong, Songlin; Zhang, Jinjing; Xiao, Jian, Wenzhou Med Univ, Cixi Peoples Hosp, Dept Orthopaed, Ningbo, Zhejiang, Peoples R China.
   Wu, Yanqing, Wenzhou Univ, Inst Life Sci, Wenzhou, Peoples R China.
   Kong, Xiaoxia, Wenzhou Med Univ, Inst Hypoxia Res, Sch Basic Med Sci, Wenzhou, Peoples R China.
   Zhang, Hongyu, Wenzhou Med Univ, Sci \& Res Ctr, Dongyang Peoples Hosp, Jinhua, Peoples R China.}},
DOI = {{10.1089/neu.2017.5414}},
Early Access Date = {{APR 2018}},
ISSN = {{0897-7151}},
EISSN = {{1557-9042}},
Keywords = {{autophagy; chloroquine (CQ); endoplasmic reticulum stress; inflammation;
   spinal cord injury}},
Keywords-Plus = {{BRAIN-INJURY; P62; CELLS; ACCUMULATION; REGENERATION; DEGRADATION;
   SUPPRESSION; MODULATION; ACTIVATION; MECHANISMS}},
Research-Areas = {{General \& Internal Medicine; Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Critical Care Medicine; Clinical Neurology; Neurosciences}},
Author-Email = {{xfxj2000@126.com
   hyzhang@wmu.edu.cn}},
Funding-Acknowledgement = {{Zhejiang Provincial Natural Science FoundationNatural Science Foundation
   of Zhejiang Province {[}LQ16H090007, LY14H090013, LQ18H090008,
   R18H50001]; National Natural Science Foundation of ChinaNational Natural
   Science Foundation of China {[}81501953, 81572237, 81772450, 81722028];
   Technologies Science and technology Program of Zhejiang Provincial
   {[}2016C33107]; Ningbo City Natural Science Foundation {[}2015A610213]}},
Funding-Text = {{This study was partially supported by a research grant from Zhejiang
   Provincial Natural Science Foundation (LQ16H090007, LY14H090013,
   LQ18H090008, and R18H50001), National Natural Science Foundation of
   China (81501953, 81572237, 81772450, and 81722028), Technologies Science
   and technology Program of Zhejiang Provincial (2016C33107), and Ningbo
   City Natural Science Foundation (2015A610213).}},
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Number-of-Cited-References = {{53}},
Times-Cited = {{12}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Neurotrauma}},
Doc-Delivery-Number = {{GJ4ID}},
Unique-ID = {{ISI:000429496000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000432099200009,
Author = {McKercher, Bob and Darcy, Simon},
Title = {{Re-conceptualizing barriers to travel by people with disabilities}},
Journal = {{TOURISM MANAGEMENT PERSPECTIVES}},
Year = {{2018}},
Volume = {{26}},
Pages = {{59-66}},
Month = {{APR}},
Abstract = {{This paper proposes a four-tiered hierarchy to understand better the
   nature and effects of barriers, constraints and obstacles to travel
   faced by people with disabilities. Previous studies tended to aggregate
   barriers into a single group and further, some research associated
   barriers faced by all tourists as being unique to people with
   disabilities. The failure to recognise the complex, yet subtle interplay
   between tourism and different types of barriers results in the tendency
   to see people with disabilities as a homogeneous group where a one size
   fits all solution applies. In reality, they are a heterogeneous cohort
   who face the same types of barriers as everyone, some barriers that are
   common to all people with disabilities, those that are unique to each
   disability dimension and specific impairment effects that are
   individualistic.}},
Publisher = {{ELSEVIER SCIENCE BV}},
Address = {{PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McKercher, B (Reprint Author), Hong Kong Polytech Unveirs, Sch Hotel \& Tourism Management, Hong Kong, Hong Kong, Peoples R China.
   McKercher, Bob, Hong Kong Polytech Unveirs, Sch Hotel \& Tourism Management, Hong Kong, Hong Kong, Peoples R China.
   Darcy, Simon, UTS Business Sch, Sydney, NSW, Australia.}},
DOI = {{10.1016/j.tmp.2018.01.003}},
ISSN = {{2211-9736}},
EISSN = {{2211-9744}},
Keywords = {{Disability; Constraints; Barriers; Disability studies; Tourist
   experience}},
Keywords-Plus = {{LEISURE CONSTRAINTS; ACCESSIBLE TOURISM; DISABLED TOURISTS;
   PARTICIPATION; WEBSITES; LIFE; NEGOTIATION; PERCEPTIONS; DESTINATION;
   INDUSTRY}},
Research-Areas = {{Social Sciences - Other Topics; Business \& Economics}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism; Management}},
Author-Email = {{bob.mckercher@polyu.edu.hk
   Simon.Darcy@uts.edu.au}},
ORCID-Numbers = {{McKercher, Bob/0000-0001-7451-1266}},
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Number-of-Cited-References = {{89}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{16}},
Journal-ISO = {{Tour. Manag. Perspect.}},
Doc-Delivery-Number = {{GF6TA}},
Unique-ID = {{ISI:000432099200009}},
DA = {{2020-03-18}},
}

@article{ ISI:000440102402041,
Author = {Horii, C. and Iidaka, T. and Muraki, S. and Oka, H. and Hashizume, H.
   and Yamada, H. and Yoshida, M. and Tanaka, S. and Yoshimura, N.},
Title = {{PREVALENCE AND CUMULATIVE INCIDENCE OF MORPHOMETRIC VERTEBRAL FRACTURES
   IN JAPANESE MEN AND WOMEN: THE RESEARCH ON OSTEOARTHRITIS/OSTEOPOROSIS
   AGAINST DISABILITY STUDY}},
Journal = {{OSTEOPOROSIS INTERNATIONAL}},
Year = {{2018}},
Volume = {{29}},
Number = {{1}},
Meeting = {{P432}},
Pages = {{S265}},
Month = {{APR}},
Note = {{WCO-IOF-ESCEO World Congress on Osteoporosis, Osteoarthritis and
   Musculoskeletal Diseases, Krakow, POLAND, APR 19-22, 2018}},
Organization = {{WCO; Int Osteoporosis Fdn; European Soc Clin \& Econ Aspects
   Osteoporosis, Osteoarthritis \& Musculoskeletal Dis; Sinklar Conf
   Management B V; Mylan; Lilly; UCB; Medimaps; OsteoSys; Echolight;
   Abiogen Pharma; Bioventus; Pierre Fabre; Amgen; IBSA; Medi; Kyowa Kirin;
   Wisepress Com; EffRx; Alexion; Hologic; GE; Galgo Med; Bindex; AgNovos;
   Theramex; Fidia Pharma Grp; Biomedica; Radius; Roche; Sequola}},
Publisher = {{SPRINGER LONDON LTD}},
Address = {{236 GRAYS INN RD, 6TH FLOOR, LONDON WC1X 8HL, ENGLAND}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Horii, C.; Tanaka, S., Univ Tokyo Hosp, Fac Med, Dept Orthopaed Surg, Tokyo, Japan.
   Iidaka, T.; Muraki, S.; Yoshimura, N., Univ Tokyo, 22nd Century Med \& Res Ctr, Dept Prevent Med Locomot Organ Disorders, Fac Med, Tokyo, Japan.
   Oka, H., Univ Tokyo, 22nd Century Med \& Res Ctr, Dept Med Res \& Management Musculoskeletal Pain, Fac Med, Tokyo, Japan.
   Hashizume, H.; Yamada, H.; Yoshida, M., Wakayama Med Univ, Dept Orthopaed Surg, Wakayama, Japan.}},
ISSN = {{0937-941X}},
EISSN = {{1433-2965}},
Research-Areas = {{Endocrinology \& Metabolism}},
Web-of-Science-Categories  = {{Endocrinology \& Metabolism}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Osteoporosis Int.}},
Doc-Delivery-Number = {{GO5WN}},
Unique-ID = {{ISI:000440102402041}},
DA = {{2020-03-18}},
}

@article{ ISI:000431027900006,
Author = {Chatzipetrou, Anthi},
Title = {{Change orientated learning and the Greek disability movement - a
   mutually beneficial encounter between knowledge and action}},
Journal = {{EUROPEAN JOURNAL FOR RESEARCH ON THE EDUCATION AND LEARNING OF ADULTS}},
Year = {{2018}},
Volume = {{9}},
Number = {{1}},
Pages = {{79-93}},
Month = {{APR}},
Abstract = {{This paper is a qualitative survey based on the exploration of disabled
   peoples' existing experience of participating in non-formal forms of
   education, which take place in the context of the Greek disability
   movement. Its aim is to record the way in which this kind of education
   can be a catalyst in the empowerment of disabled people. Data was
   obtained through semi-structured interviews held with both learners with
   disabilities and educators and from direct observation of the
   educational process. The main findings of this study explore the ways in
   which educators can contribute to the empowerment of disabled people. It
   is found that the empowerment of learners cannot simply be regarded as
   an aspect of education but rather as an integral part embedded in the
   content, in the educational methods and in the role of the educator.
   Finally, the paper highlights the necessity for disability organisations
   to cooperate with the fields of disability studies and adult education,
   in order for them to jointly conceive and try out new more
   transformative pedagogical methods.}},
Publisher = {{LINKOEPING UNIV ELECTRONIC PRESS}},
Address = {{LINKOEPING UNIV, LINKOEPING, 58183, SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chatzipetrou, A (Reprint Author), Hellen Open Univ, Patras, Greece.
   Chatzipetrou, Anthi, Hellen Open Univ, Patras, Greece.}},
DOI = {{10.3384/rela.2000-7426.rela9101}},
ISSN = {{2000-7426}},
Keywords = {{adult education; change orientated learning; disability studies;
   empowerment; greek disability movement}},
Keywords-Plus = {{HIV-POSITIVE ADULTS; SOCIAL-CHANGE; EDUCATION; POLITICS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{achatzipetrou@yahoo.com}},
Cited-References = {{Archibald T., 2011, RETHINKING EMPOWERME.
   Baumgartner LM, 2002, ADULT EDUC QUART, V53, P44, DOI 10.1177/074171302237203.
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   Brookfi eld S. D., 1995, BECOMING CRITICALLY.
   Choules K, 2007, ADULT EDUC QUART, V57, P159, DOI 10.1177/0741713606293912.
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   Courtenay BC, 1998, ADULT EDUC QUART, V48, P65, DOI 10.1177/074171369804800203.
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   Crowther Jim, 1997, COMMUNITY DEV J, V32, P266.
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   DONATI PR, 1992, STUDYING COLLECTIVE.
   Dubois D. A., 1998, NEW HORIZON ADULT ED, V12, P3.
   English L., 2012, EDUCAZIONE DEMOCRATI, V3, P170.
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   Freire P., 1970, HARVARD ED REV.
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   Freire Paulo, 1987, PEDAGOGY LIBERATION.
   Gouin R, 2009, ADULT EDUC QUART, V59, P158, DOI 10.1177/0741713608327370.
   Holst JD, 2007, J CRIT EDUC POLICY S, V5, P258.
   Houghton A., 2003, ADULT LEARNING CITIZ.
   Inglis T, 1997, ADULT EDUC QUART, V48, P3, DOI 10.1177/074171369704800102.
   Jarvis P, 1999, INT DICT ADULT CONTI.
   Kokkos A., 2008, 11 INT C CONT ED BAL.
   Kumashiro K. K., 2002, TROUBLING ED.
   Kumashiro KK, 2000, REV EDUC RES, V70, P25.
   Lovett Tom, 1988, RADICAL APPROACHES A.
   MCLAREN P, 1994, POLITICS LIBERATION.
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   Mezirow J, 2000, LEARNING TRANSFORMAT.
   Nuwagaba E. L., 2012, ADULT BASIC ED, V78, P137.
   Oliver M., 1990, POLITICS DISABLEMENT.
   Rager KB, 2003, ADULT EDUC QUART, V53, P277, DOI 10.1177/0741713603254030.
   ROBSON C, 1993, REAL WORLD RES.
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   Slee R, 2010, BRIT J SOCIOL EDUC, V31, P561, DOI 10.1080/01425692.2010.500089.
   SNOW D, 1988, STRUCTURE ACTION.
   Wehmeyer ML, 1998, J ASSOC PERS SEVERE, V23, P5, DOI 10.2511/rpsd.23.1.5.}},
Number-of-Cited-References = {{40}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Eur. J. Res. Educ. Learn. Adults}},
Doc-Delivery-Number = {{GE2EH}},
Unique-ID = {{ISI:000431027900006}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000429950000012,
Author = {Carlson, Wendy and Witschey, Hannah},
Title = {{Undergraduate Students' Attitudes Toward Individuals With Disabilities:
   Integrating Psychology Disability Curriculum and Service-Learning}},
Journal = {{TEACHING OF PSYCHOLOGY}},
Year = {{2018}},
Volume = {{45}},
Number = {{2}},
Pages = {{189-192}},
Month = {{APR}},
Abstract = {{This study examined whether combining classroom curriculum with direct
   experience with people with disabilities (PWDs) can influence change in
   undergraduate students' attitudes toward PWDs. Undergraduate students (N
   = 68) enrolled in a psychology course completed the Interaction with
   Disabled Persons Scale at the beginning and end of the semester. During
   the semester, students learned about various disabilities and
   participated in a 10-hr service-learning project that required direct,
   supervised interaction with PWDs at a local, nonprofit organization that
   provides employment services to adults with disabilities. Students
   reported more positive attitudes toward PWDs at the end of the semester.
   Having an increased comfort level in interacting with PWDs can give
   students pursuing careers that involve working with PWDs an advantage.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Carlson, W (Reprint Author), Shenandoah Univ, Dept Psychol, 1460 Univ Dr, Winchester, VA 22601 USA.
   Carlson, Wendy, Shenandoah Univ, Dept Psychol, 1460 Univ Dr, Winchester, VA 22601 USA.
   Witschey, Hannah, NW Works Inc, Winchester, VA USA.}},
DOI = {{10.1177/0098628318762929}},
ISSN = {{0098-6283}},
EISSN = {{1532-8023}},
Keywords = {{disability; undergraduate psychology curricula; service-learning}},
Keywords-Plus = {{DISABLED PERSONS; CHANGING ATTITUDES; PEOPLE}},
Research-Areas = {{Education \& Educational Research; Psychology}},
Web-of-Science-Categories  = {{Education \& Educational Research; Psychology, Multidisciplinary}},
Author-Email = {{wcarlson@su.edu}},
Cited-References = {{Allport G. W., 1954, NATURE PREJUDICE.
   Brault MW, 2012, CURRENT POPULATION R.
   Campbell J, 2003, J INTELLECT DEV DIS, V28, P369, DOI 10.1080/13668250310001616407.
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   Rosa NM, 2016, TEACH PSYCHOL, V43, P59, DOI 10.1177/0098628315620885.
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   Sullivan E, 2014, INTELLECT DEV DISAB, V52, P367, DOI 10.1352/1934-9556-52.5.367.}},
Number-of-Cited-References = {{16}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Teach. Psychol.}},
Doc-Delivery-Number = {{GC7CN}},
Unique-ID = {{ISI:000429950000012}},
DA = {{2020-03-18}},
}

@article{ ISI:000428255600004,
Author = {Newbronner, Elizabeth and Atkin, Karl},
Title = {{The changing health of Thalidomide survivors as they age: A scoping
   review}},
Journal = {{DISABILITY AND HEALTH JOURNAL}},
Year = {{2018}},
Volume = {{11}},
Number = {{2}},
Pages = {{184-191}},
Month = {{APR}},
Abstract = {{Background: In the late 1950s and early 1960s the drug Thalidomide was
   given to thousands of pregnant women across the world to relieve morning
   sickness. The drug caused severe birth defects. Much has been written
   about the drug, its teratogenic effects, and the nature of the damage it
   caused. There is however, little literature exploring ageing with
   Thalidomide damage.
   Objectives: The aim of the review was to bring together, for the first
   time, the evidence about the Thalidomide-related health problems
   Thalidomide survivors are experiencing, as they grow older.
   Methods: A systematised review of published and grey literature, in
   which grounded theory provided a heuristic for the evidence synthesis.
   Results: Twenty-five relevant papers were found. They included
   biomedical papers focusing on specific health problems, alongside
   surveys and mixed method accounts exploring the health of Thalidomide
   survivors. Most studies had physical health as their primary focus.
   Conclusions: The two most frequently reported groups of health problems
   were musculoskeletal and mental health conditions. There was little
   discussion about the social consequences of secondary damage being
   layered onto lifelong impairments or of the implications of
   co-morbidities. Future research needs a stronger connection to more
   social models of disability and critical disability studies. (c) 2017
   The Authors. Published by Elsevier Inc.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Newbronner, E (Reprint Author), Univ York, Fac Sci, Dept Hlth Sci, Mental Hlth \& Addict Res Grp, ARRC Bldg, York YO10 5DD, N Yorkshire, England.
   Newbronner, Elizabeth; Atkin, Karl, Univ York, Fac Sci, Dept Hlth Sci, Mental Hlth \& Addict Res Grp, ARRC Bldg, York YO10 5DD, N Yorkshire, England.}},
DOI = {{10.1016/j.dhjo.2017.09.004}},
ISSN = {{1936-6574}},
EISSN = {{1876-7583}},
Keywords = {{Thalidomide; Lifelong disability; Health; Aging}},
Keywords-Plus = {{CEREBRAL-PALSY; MENTAL-HEALTH; EMBRYOPATHY; DISABILITY; DISORDERS;
   ADULTS; LIFE}},
Research-Areas = {{Health Care Sciences \& Services; Public, Environmental \& Occupational
   Health; Rehabilitation}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Health Policy \& Services; Public,
   Environmental \& Occupational Health; Rehabilitation}},
Author-Email = {{liz.newbronner@york.ac.uk
   karl.atkin@york.ac.uk}},
Funding-Acknowledgement = {{UK Thalidomide Trust}},
Funding-Text = {{The review was undertaken as part of a self-funded PhD thesis. No
   external funding was received but the first author has carried out other
   research funded by the UK Thalidomide Trust.}},
Cited-References = {{Bailey C, 2014, DISABIL HEALTH J, V7, P273, DOI 10.1016/j.dhjo.2014.02.001.
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   Oshima Y, 2006, J HAND SURG-BRIT EUR, V31B, P342, DOI 10.1016/j.jhsb.2006.01.001.
   Peters K. M., 2015, DAMAGE HLTH PSYCHOSO.
   Shiga T, 2015, BIRTH DEFECTS RES A, V103, P787, DOI 10.1002/bdra.23363.
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   Tajima T, 2016, CLIN RADIOL, V71.
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   Turner RJ, 2006, REHABIL PSYCHOL, V51, P214, DOI 10.1037/0090-5550.51.3.214.
   Vermette, 2013, STUDY CURRENT LIVING.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Disabil. Health J.}},
Doc-Delivery-Number = {{GA3UR}},
Unique-ID = {{ISI:000428255600004}},
OA = {{Green Accepted, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000428136300016,
Author = {Fell, Elena and Lukianova, Natalia},
Title = {{The Minority Body: A Theory of Disability (Studies in Feminist
   Philosophy Series)}},
Journal = {{PHILOSOPHICAL QUARTERLY}},
Year = {{2018}},
Volume = {{68}},
Number = {{271}},
Pages = {{409+}},
Month = {{APR}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Fell, E (Reprint Author), Tomsk Polytech Univ, Tomsk, Russia.
   Fell, Elena; Lukianova, Natalia, Tomsk Polytech Univ, Tomsk, Russia.
   Lukianova, Natalia, Tomsk State Univ, Tomsk, Russia.}},
DOI = {{10.1093/pq/pqx009}},
ISSN = {{0031-8094}},
EISSN = {{1467-9213}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
ResearcherID-Numbers = {{Fell, Elena/AAE-4804-2019}},
ORCID-Numbers = {{Fell, Elena/0000-0002-7606-7696}},
Cited-References = {{Barnes E., 2016, MINORITY BODY THEORY.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Philos. Q.}},
Doc-Delivery-Number = {{GA2GW}},
Unique-ID = {{ISI:000428136300016}},
DA = {{2020-03-18}},
}

@article{ ISI:000426652700001,
Author = {Desombre, Caroline and Anegmar, Souad and Delelis, Gerald},
Title = {{Stereotype threat among students with disabilities: the importance of
   the evaluative context on their cognitive performance}},
Journal = {{EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION}},
Year = {{2018}},
Volume = {{33}},
Number = {{2}},
Pages = {{201-214}},
Month = {{APR}},
Abstract = {{This study investigated the hypothesis that cognitive performance of
   students with physical disabilities may be influenced by the evaluators'
   identity. Students with or without a physical disability completed a
   logic test and were informed that they would be evaluated by students
   from their own group (ingroup condition) or from an other group
   (outgroup condition). When they had been informed they would be
   evaluated by students in the outgroup (i.e., students without
   disabilities), students with physical disabilities had a worse
   performance than all other participants. Findings are discussed in
   relation to stereotype threat and its consequences in academic contexts.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Desombre, C (Reprint Author), ESPE Lille Nord France, F-59000 Lille, France.
   Desombre, C (Reprint Author), Univ Lille, EA PSITEC Psychol Interact 4072, Temps, Emot,Cognit, F-59000 Lille, France.
   Desombre, Caroline, ESPE Lille Nord France, F-59000 Lille, France.
   Desombre, Caroline; Anegmar, Souad, Univ Lille, EA PSITEC Psychol Interact 4072, Temps, Emot,Cognit, F-59000 Lille, France.
   Delelis, Gerald, Univ Lille, SCALAB, UMR 9193, CNRS, Villeneuve Dascq, France.}},
DOI = {{10.1007/s10212-016-0327-4}},
ISSN = {{0256-2928}},
EISSN = {{1878-5174}},
Keywords = {{Stereotype threat; Disability; Education; Performance}},
Keywords-Plus = {{WOMENS MATH PERFORMANCE; WORKING-MEMORY; MATHEMATICS PERFORMANCE;
   DISTINCTIVENESS THEORY; PRESERVICE TEACHERS; SOCIAL JUDGMENT; MODERATING
   ROLE; GENDER-GAP; METAANALYSIS; ATTITUDES}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Educational}},
Author-Email = {{caroline.desombre@espe-lnf.fr
   souad.anegmar@univ-lille3.fr
   gerald.delelis@univ-lille3.fr}},
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Number-of-Cited-References = {{73}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Eur. J. Psychol. Educ.}},
Doc-Delivery-Number = {{FY2NN}},
Unique-ID = {{ISI:000426652700001}},
DA = {{2020-03-18}},
}

@article{ ISI:000426280600012,
Author = {Kodama, Rie and Muraki, Shigeyuki and Iidaka, Toshiko and Oka, Hiroyuki
   and Teraguchi, Masatoshi and Kagotani, Ryohei and Asai, Yoshiki and
   Hashizume, Hiroshi and Yoshida, Munehito and Kawaguchi, Hiroshi and
   Nakamura, Kozo and Akune, Toru and Tanaka, Sakae and Yoshimura, Noriko},
Title = {{Serum levels of matrix metalloproteinase-3 and autoantibodies related to
   rheumatoid arthritis in the general Japanese population and their
   association with osteoporosis and osteoarthritis: the ROAD study}},
Journal = {{JOURNAL OF BONE AND MINERAL METABOLISM}},
Year = {{2018}},
Volume = {{36}},
Number = {{2}},
Pages = {{246-253}},
Month = {{MAR}},
Abstract = {{To purpose of this study was to reveal the mean levels and positive
   proportion of serological markers related to rheumatoid arthritis, and
   clarify their relationship with osteoporosis and hand osteoarthritis
   (OA). A total of 1546 participants from the third survey of the research
   on osteoarthritis/osteoporosis against disability study were enrolled in
   the current study. Using participant blood samples, the levels of
   anti-cyclic citrullinated protein (CCP) antibody, rheumatoid factor
   (RF), matrix metalloproteinase-3 (MMP-3), C-reactive protein (CRP), and
   high-sensitivity CRP (hsCRP) were measured. Subjects with higher than
   normal levels were defined as being positive. Osteoporosis was defined
   according to the recommendations set by World Health Organization
   criteria in 1994. Radiographic hand OA was evaluated using the modified
   Kellgren-Lawrence (KL) scale. The positive proportion of anti-CCP
   antibody, RF, MMP-3, CRP, and hsCRP was 1.8, 7.1, 15.0, 6.7, and 6.4\%,
   respectively. MMP-3 was associated with age, and was significantly
   higher in men than in women. Positive MMP-3 was not significantly
   related to osteoporosis or severe hand OA (KL grade >= 3) after
   adjustment for other factors including age, sex, and body mass index.
   The results from this study clarified the values and positive proportion
   of RA-related markers and revealed their relationship with osteoporosis
   and hand OA.}},
Publisher = {{SPRINGER JAPAN KK}},
Address = {{CHIYODA FIRST BLDG EAST, 3-8-1 NISHI-KANDA, CHIYODA-KU, TOKYO, 101-0065,
   JAPAN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Yoshimura, N (Reprint Author), Univ Tokyo, 22nd Century Med \& Res Ctr, Dept Joint Dis Res,Fac Med, Grad Sch Med,Bunkyo Ku, Hongo 7-3-1, Tokyo 1138655, Japan.
   Kodama, Rie; Tanaka, Sakae, Univ Tokyo, Grad Sch Med, Dept Orthoped Surg, Tokyo, Japan.
   Muraki, Shigeyuki; Iidaka, Toshiko; Yoshimura, Noriko, Univ Tokyo, 22nd Century Med \& Res Ctr, Dept Joint Dis Res,Fac Med, Grad Sch Med,Bunkyo Ku, Hongo 7-3-1, Tokyo 1138655, Japan.
   Oka, Hiroyuki, Univ Tokyo, 22nd Century Med \& Res Ctr, Dept Med Res \& Management Musculoskeletal Pain, Fac Med, Tokyo, Japan.
   Kagotani, Ryohei; Asai, Yoshiki; Hashizume, Hiroshi; Yoshida, Munehito, Wakayama Med Univ, Dept Orthoped Surg, Wakayama, Japan.
   Kawaguchi, Hiroshi, Japan Community Healthcare Org Tokyo Shinjuku Med, Dept Orthoped Surg, Tokyo, Japan.
   Nakamura, Kozo; Akune, Toru, Natl Rehabil Ctr Persons Disabil, Saitama, Japan.}},
DOI = {{10.1007/s00774-017-0834-7}},
ISSN = {{0914-8779}},
EISSN = {{1435-5604}},
Keywords = {{Biomarkers; Matrix metalloproteinase-3; Osteoporosis; Rheumatoid
   arthritis; Osteoarthritis}},
Keywords-Plus = {{CITRULLINATED PEPTIDE ANTIBODY; HAND OSTEOARTHRITIS; AMERICAN-COLLEGE;
   HUMAN SKIN; PREVALENCE; DISEASE; MMP-3; INFLAMMATION; BIOMARKERS;
   CRITERIA}},
Research-Areas = {{Endocrinology \& Metabolism; Research \& Experimental Medicine}},
Web-of-Science-Categories  = {{Endocrinology \& Metabolism; Medicine, Research \& Experimental}},
Author-Email = {{yoshimuran-ort@h.u-tokyo.ac.jp}},
ResearcherID-Numbers = {{Hashizume, Hiroshi/V-6888-2019
   Tanaka, Sakae/Y-3061-2019}},
ORCID-Numbers = {{Hashizume, Hiroshi/0000-0002-9064-0284
   Tanaka, Sakae/0000-0001-9210-9414}},
Funding-Acknowledgement = {{Ministry of Health, Labour and WelfareMinistry of Health, Labour and
   Welfare, Japan {[}H17-Men-eki-009, H20-Choujyu-009, H23-Choujyu-002,
   H-25-Choujyu-007, H25-Nanchitou(Men)-005]; Ministry of Scientific
   ResearchMinistry of Higher Education \& Scientific Research (MHESR)
   {[}B26293139, B23390172, B20390182]; Ministry of Challenging Exploratory
   Research {[}24659317, B23390356, C20591774, 23659580, 24659666,
   21659349, A18689031, B23390357, C20591737]; NSF from the Ministry of
   Education, Culture, Sports, Science and Technology in Japan
   {[}08033011-00262]; Japan Osteoporosis SocietyJapan Osteoporosis
   Society; Japanese Orthopaedic AssociationJapanese Orthopaedic
   Association {[}2006-1, 2010-2]}},
Funding-Text = {{This work was supported by a grant-in-aid for H17-Men-eki-009 (Director,
   Kozo Nakamura), H20-Choujyu-009 (Director, Noriko Yoshimura),
   H23-Choujyu-002 (Director, Toru Akune), H-25-Choujyu-007 (Director,
   Noriko Yoshimura), and H25-Nanchitou(Men)-005 (Director, Sakae Tanaka)
   of the Ministry of Health, Labour and Welfare; and Scientific Research
   B26293139, B23390172, B20390182, and Challenging Exploratory Research
   24659317 to Noriko Yoshimura; B23390356, C20591774, and Challenging
   Exploratory Research 23659580 to Shigeyuki Muraki; Challenging
   Exploratory Research 24659666 and 21659349 and Young Scientists
   A18689031 to Hiroyuki Oka; B23390357 and C20591737 to Toru Akune; and
   Collaborating Research with NSF 08033011-00262 (Director, Noriko
   Yoshimura) from the Ministry of Education, Culture, Sports, Science and
   Technology in Japan. This study also was supported by grants from the
   Japan Osteoporosis Society (Noriko Yoshimura, Shigeyuki Muraki, Hiroyuki
   Oka, and Toru Akune), and research aid from the Japanese Orthopaedic
   Association (JOA-Subsidized Science Project Research 2006-1 and 2010-2;
   Director, Hiroshi Kawaguchi). The authors wish to thank Dr. Takako
   Nojiri and Mr. Kazuhiro Hatanaka of the Gobo Public Health Centre; Dr.
   Naoki Hirabayashi of the Kawakami Clinic in Hidakagawa Town; Mrs. Tomoko
   Takijiri, Mrs. Rie Takiguchi, Mrs. Kyoko Maeda, and other members of the
   public office in Hidakagawa Town; Dr. Shinji Matsuda of the Shingu
   Public Health Centre; and Mrs. Tamako Tsutsumi, Mrs. Kanami Maeda, Mrs.
   Megumi Takino, Mrs. Shuko Okada, Mrs. Kazuyo Setoh, Mrs. Chise Ryouno,
   Mrs. Miki Shimosaki, Mrs. Chika Yamaguchi, Mrs. Yuki Shimoji, and other
   members of the public office in Taiji Town for their assistance in
   locating and scheduling participants for examinations. We also thank Ms.
   Kyoko Yoshimura, Mrs. Toki Sakurai, Mrs. Saeko Sahara, and Mr. Noriyuki
   Oe for their assistance in data reduction.}},
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Number-of-Cited-References = {{39}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Bone Miner. Metab.}},
Doc-Delivery-Number = {{FX7OS}},
Unique-ID = {{ISI:000426280600012}},
DA = {{2020-03-18}},
}

@article{ ISI:000433054300009,
Author = {Ginsburg, Faye and Rapp, Rayna},
Title = {{Cognitive Disability Towards an Ethics of Possibility}},
Journal = {{CAMBRIDGE JOURNAL OF ANTHROPOLOGY}},
Year = {{2018}},
Volume = {{36}},
Number = {{1, SI}},
Pages = {{113-119}},
Month = {{SPR}},
Abstract = {{This afterword to this special issue of The Cambridge Journal of
   Anthropology, entitled `For an Anthropology of Cognitive Disability',
   explores the intersections of disability studies and ethnographic
   research on cognitive difference. We offer a brief scholarly genealogy,
   discuss how these articles provide recognition for `the disarticulate',
   and consider how anthropologists working on this subject might
   contribute to an ethics of possibility.}},
Publisher = {{BERGHAHN JOURNALS}},
Address = {{20 JAY ST, SUITE 512, BROOKLYN, NY 11201 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ginsburg, F (Reprint Author), NYU, Dept Anthropol, New York, NY 10003 USA.
   Ginsburg, F (Reprint Author), NYU, Ctr Disabil Studies, New York, NY 10003 USA.
   Ginsburg, Faye; Rapp, Rayna, NYU, Dept Anthropol, New York, NY 10003 USA.
   Ginsburg, Faye; Rapp, Rayna, NYU, Ctr Disabil Studies, New York, NY 10003 USA.}},
DOI = {{10.3167/cja.2018.360109}},
ISSN = {{0305-7674}},
EISSN = {{2047-7716}},
Keywords = {{difference; disability studies; diversity; ethnography; futurity;
   personhood}},
Keywords-Plus = {{AUTISM}},
Research-Areas = {{Anthropology}},
Web-of-Science-Categories  = {{Anthropology}},
Cited-References = {{Angrosino M., 1997, OPPORTUNITY HOUSE ET.
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Number-of-Cited-References = {{18}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Cambr. J. Anthropol.}},
Doc-Delivery-Number = {{GG9XL}},
Unique-ID = {{ISI:000433054300009}},
DA = {{2020-03-18}},
}

@article{ ISI:000432683700002,
Author = {Knight, Melinda},
Title = {{Accessibility and Disability: Absent Keywords in Business and
   Professional Communication}},
Journal = {{BUSINESS AND PROFESSIONAL COMMUNICATION QUARTERLY}},
Year = {{2018}},
Volume = {{81}},
Number = {{1, SI}},
Pages = {{20-33}},
Month = {{MAR}},
Abstract = {{An analysis of user interactions, proceedings papers, and Association
   for Business Communication-sponsored journals reveals an absence of
   attention to accessibility and disability. While researchers may have
   demonstrated a passing awareness of the 1990 American with Disabilities
   Act (ADA) and its implications, so far those implications have not taken
   center stage. Researchers in fields related to business and professional
   communication have been publishing work informed by Disability Studies
   for some time. Thus, a scholarly agenda for accessibility and disability
   in business and professional communication is long overdue, with a need
   for studies that address both theory and practice.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Knight, M (Reprint Author), Montclair State Univ, Montclair, NJ 07043 USA.
   Knight, Melinda, Montclair State Univ, English, Montclair, NJ USA.
   Knight, Melinda, Montclair State Univ, Ctr Writing Excellence, Montclair, NJ USA.}},
DOI = {{10.1177/2329490618761097}},
ISSN = {{2329-4906}},
EISSN = {{2329-4922}},
Keywords = {{accessibility; disability; research agenda for business and professional
   communication}},
Keywords-Plus = {{PEDAGOGY}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{knightm@montclair.edu}},
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   Selfe C. L., 2013, KAIROS J RHETORIC TE, V18.
   Tang L, 2015, INT J BUS COMMUN, V52, P205, DOI 10.1177/2329488414525443.
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   Zdenek S., 2009, COMPUTERS COMPOS FAL.}},
Number-of-Cited-References = {{47}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Bus. Prof. Commun. Q.}},
Doc-Delivery-Number = {{GG4RK}},
Unique-ID = {{ISI:000432683700002}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000432683700003,
Author = {Meloncon, Lisa},
Title = {{Orienting Access in Our Business and Professional Communication
   Classrooms}},
Journal = {{BUSINESS AND PROFESSIONAL COMMUNICATION QUARTERLY}},
Year = {{2018}},
Volume = {{81}},
Number = {{1, SI}},
Pages = {{34-51}},
Month = {{MAR}},
Abstract = {{A hallmark of business and professional communication is an emphasis on
   pragmatic but theoretically grounded work. Thus, business and
   professional communication scholars are ideally suited to turn the
   theories found in disability studies into practice. In this article, I
   do just that by creating a theoryorienting accessthat draws on concepts
   from disability studies. Orienting access calls for business and
   professional communication faculty to consider alternate pedagogies to
   ensure that our classrooms are truly accessible to all students. It also
   models the behaviors to teach how to design and create information that
   is accessible for all audiences.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Meloncon, L (Reprint Author), Univ S Florida, Dept English, 4202 East Fowler Ave,CR 107, Tampa, FL 33620 USA.
   Meloncon, Lisa, Univ S Florida, Tech Commun, Tampa, FL USA.}},
DOI = {{10.1177/2329490617739885}},
ISSN = {{2329-4906}},
EISSN = {{2329-4922}},
Keywords = {{access; orientation; theory; practice; pedagogy}},
Keywords-Plus = {{ACCESSIBILITY; METHODOLOGY}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{meloncon@tek-ritr.com}},
Cited-References = {{Ahmed S., 2006, QUEER PHENOMENOLOGY.
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   Zdenek Sean., 2009, COMPUTERS COMPOSITIO.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Bus. Prof. Commun. Q.}},
Doc-Delivery-Number = {{GG4RK}},
Unique-ID = {{ISI:000432683700003}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000432683700005,
Author = {Nielsen, Danielle},
Title = {{Exploring Transformative Usability in the Business and Professional
   Writing Classroom}},
Journal = {{BUSINESS AND PROFESSIONAL COMMUNICATION QUARTERLY}},
Year = {{2018}},
Volume = {{81}},
Number = {{1, SI}},
Pages = {{66-84}},
Month = {{MAR}},
Abstract = {{This article addresses the importance of teaching transformative
   usability and accessibility concepts through the lens of disability
   studies in general business and professional communication courses. It
   argues that when students learn to analyze audiences, include diverse
   users, and foresee accessibility before the final draft because they
   practice user-centered design, their documents become more accessible
   for all users and situations. It presents a four-unit course plan that
   integrates disability studies and usability, including legal
   requirements. The unit plan advocates considering disability and diverse
   users and uses at the beginning of the design process.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Nielsen, D (Reprint Author), Murray State Univ, Fac Hall 7C, Murray, KY 42071 USA.
   Nielsen, Danielle, Murray State Univ, English, Murray, KY 42071 USA.}},
DOI = {{10.1177/2329490617748690}},
ISSN = {{2329-4906}},
EISSN = {{2329-4922}},
Keywords = {{disability studies; usability and accessibility; accessible pedagogy}},
Keywords-Plus = {{TECHNICAL COMMUNICATION; PEDAGOGY}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{dnielsen@murraystate.edu}},
Cited-References = {{Armstrong HL, 2009, J INF TECHNOL EDUC-R, V8, P243.
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   Zdenek Sean., 2009, COMPUTERS COMPOSITIO.}},
Number-of-Cited-References = {{45}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Bus. Prof. Commun. Q.}},
Doc-Delivery-Number = {{GG4RK}},
Unique-ID = {{ISI:000432683700005}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000431093200001,
Author = {Paul, Peter V.},
Title = {{Philosophy of Deafness: Confluence of Special Education and Disability
   Studies?}},
Journal = {{AMERICAN ANNALS OF THE DEAF}},
Year = {{2018}},
Volume = {{163}},
Number = {{1}},
Pages = {{5-12}},
Month = {{SPR}},
Publisher = {{GALLAUDET UNIV PRESS}},
Address = {{800 FLORIDA AVE NE, WASHINGTON, DC 20002 USA}},
Type = {{Editorial Material}},
Language = {{English}},
ISSN = {{0002-726X}},
EISSN = {{1543-0375}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Cited-References = {{Bauman H. -D. L., 2014, DEAF GAIN RAISING ST.
   Bauman H.-D. L., 2012, OXFORD HDB DEAF STUD, V2, P196.
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   Cawthon SW, 2018, AM ANN DEAF, V162, P479, DOI 10.1353/aad.2018.0005.
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   Wasserman David, 2016, STANFORD ENCY PHILOS.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Am. Ann. Deaf}},
Doc-Delivery-Number = {{GE3DG}},
Unique-ID = {{ISI:000431093200001}},
DA = {{2020-03-18}},
}

@article{ ISI:000430770900015,
Author = {Fitzgerald, Ruth P. and Wardell, Susan and Legge, Michael},
Title = {{Fetal genetic difference and a cosmopolitan vernacular of the right to
   choose}},
Journal = {{WOMENS STUDIES INTERNATIONAL FORUM}},
Year = {{2018}},
Volume = {{67}},
Pages = {{110-117}},
Month = {{MAR-APR}},
Note = {{Conference on Cosmopolitan Anthropologies, Queenstown, NEW ZEALAND, NOV,
   2014}},
Organization = {{Assoc Social Anthropologists Aotearoa New Zealand; Australian Anthropol
   Soc}},
Abstract = {{We engage with feminist and critical disability studies and cosmopolitan
   ethics to search for a cosmopolitan vernacular of the ``right to
   choose{''} among people faced with the predicaments surrounding fetal
   genetic difference. Our argument is grounded in reflections on a decade
   of ethnographic fieldwork on everyday decision-making in these
   circumstances in Aotearoa/New Zealand. We argue that the ethical notion
   of ``obligations to strangers{''} rather than the dialectic of ``right
   to choose{''}/{''}right to life{''} has a greater capacity to recognize
   a shared horizon of meaning between publicly polarized positions on
   reproductive choice among various activist groups. These groups include
   the Abortion Law Reform Association New Zealand, Saving Downs, Parent to
   Parent and the New Zealand Organisation for Rare Disorders. We also
   debate the merits of a more superficial (cosmopolitan) engagement with
   others in discussions of these highly politicized topics versus the
   deeper engagement more commonly associated with feminist research
   projects such as this. (C) 2017 Elsevier Ltd. All rights reserved.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article; Proceedings Paper}},
Language = {{English}},
Affiliation = {{Fitzgerald, RP (Reprint Author), Univ Otago, Dept Anthropol, POB 56, Dunedin 9054, New Zealand.
   Fitzgerald, Ruth P.; Wardell, Susan, Univ Otago, Dept Anthropol, POB 56, Dunedin 9054, New Zealand.
   Legge, Michael, Univ Otago, Dept Biochem, POB 56, Dunedin 9054, New Zealand.}},
DOI = {{10.1016/j.wsif.2017.04.001}},
ISSN = {{0277-5395}},
Keywords = {{Prenatal testing; Moral reasoning; Choice; Duty to strangers; Politesse}},
Keywords-Plus = {{REPRODUCTIVE TECHNOLOGIES; CHOICE; CITIZENSHIP; DISABILITY; THINKING;
   ZEALAND; VIRTUE}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
Author-Email = {{ruth.fitzgerald@otago.ac.nz
   susan.wardell@otago.ac.nz
   mike.legge@otago.ac.nz}},
Funding-Acknowledgement = {{Royal Society of New ZealandRoyal Society of New Zealand; various
   University of Otago research}},
Funding-Text = {{The authors wish to thank the many and varied contributors to our
   research projects over the last decade and also the funding supplied for
   various projects from The Marsden Fund administered by the Royal Society
   of New Zealand and various University of Otago research grants and
   scholarships. We also thank the co-editor for this special section Maila
   Stivens, and our anonymous reviewers.}},
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   Yuval D. N., 2006, GLOBAL FEMINISM TRAN, P275.}},
Number-of-Cited-References = {{43}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Women Stud. Int. Forum}},
Doc-Delivery-Number = {{GD8OD}},
Unique-ID = {{ISI:000430770900015}},
DA = {{2020-03-18}},
}

@article{ ISI:000429872300005,
Author = {Lourens, Heidi},
Title = {{Driving in unheard silence: Disability and the politics of shutting up}},
Journal = {{JOURNAL OF HEALTH PSYCHOLOGY}},
Year = {{2018}},
Volume = {{23}},
Number = {{4}},
Pages = {{567-576}},
Month = {{MAR}},
Abstract = {{The politics of silence is central to disability experience and the
   field of disability studies. In this analytical autoethnography, I write
   about my silences as a visually impaired woman. I explore and make sense
   of personal life stories through a theoretical perspective. The analysis
   of these personal experiences lead me to argue that disability-related
   silences are mostly created through the confluence of inaccessible
   physical and social environments and the psychological internalisation
   of these worlds. I also discuss the ways in which I am currently
   regaining my voice. Further research on resistance by disabled persons
   is recommended.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lourens, H (Reprint Author), Univ Johannesburg, Dept Psychol, Room C Ring 419,Kingsway Campus, ZA-2092 Johannesburg, South Africa.
   Lourens, Heidi, Univ Johannesburg, Johannesburg, South Africa.}},
DOI = {{10.1177/1359105316643856}},
ISSN = {{1359-1053}},
EISSN = {{1461-7277}},
Keywords = {{autoethnography; disability; silence; South Africa; visual impairment}},
Keywords-Plus = {{PHENOMENOLOGY; EMBODIMENT}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Clinical}},
Author-Email = {{hlourens.psych@gmail.com}},
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   Paterson K, 1999, DISABIL SOC, V14, P597, DOI 10.1080/09687599925966.
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   Reichart M, 2014, PURPOSE PROCESS FUTU, P7.
   Shakespeare T., 2014, DISABILITY RIGHTS WR.
   Simmons R, 2010, FANON ED THINKING PE, P171.
   Slatman J, 2014, MED HEALTH CARE PHIL, V17, P549, DOI 10.1007/s11019-014-9544-2.
   Stanley P, 2015, J CONTEMP ETHNOGR, V44, P143, DOI 10.1177/0891241614528708.
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   Watermeyer B., 2006, DISABILITY SOCIAL CH, P1.
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   Williams G, 2001, HDB DISABILITY STUDI, P123, DOI DOI 10.4135/9781412976251.N5.
   Zola I, 1994, DISABILITY IS NOT ME, P49.}},
Number-of-Cited-References = {{41}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Health Psychol.}},
Doc-Delivery-Number = {{GC6AK}},
Unique-ID = {{ISI:000429872300005}},
DA = {{2020-03-18}},
}

@article{ ISI:000429803600001,
Author = {Bazayev, Inessa},
Title = {{Scriabin's Atonal Problem}},
Journal = {{MUSIC THEORY ONLINE}},
Year = {{2018}},
Volume = {{24}},
Number = {{1}},
Month = {{MAR}},
Abstract = {{An integral feature in many of Scriabin's late musical narratives is the
   presence of an atonal problem a musical event that threatens a harmony
   which the piece is based on. I offer a new interpretation of Scriabin's
   late music, in which the idea of an atonal problem becomes a defining
   feature of his style (after op. 58). This atonal problem is defined as a
   non-chord tone, which disrupts the balance of the collection (octatonic,
   whole-tone, or Mystic) which the work is based on. Drawing from
   Schoenberg's concept of a tonal problem and from Straus's expansion of
   this concept in Disability Studies in music, I use Scriabin's piano
   miniatures to show that, within each work, a single pitch class always
   stands out registrally, dynamically, and/or rhythmically, and becomes an
   important staple of Scriabin's late style. Thus, the accommodation of
   this ``wrong{''} note no longer represents that pitch class as a
   disruptive note, but rather it adds to the unique aspect of that work.
   Copyright (C) 2018 Society for Music Theory}},
Publisher = {{SOC FOR MUSIC THEORY}},
Address = {{UNIV, CHICAGO, EPT MUSIC, 1010 EAST 59TH STREET, CHICAGO, IL 60637-1512
   USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bazayev, I (Reprint Author), Louisiana State Univ, Coll Mus \& Dramat Arts, Sch Mus 102, Baton Rouge, LA 70803 USA.
   Bazayev, Inessa, Louisiana State Univ, Coll Mus \& Dramat Arts, Sch Mus 102, Baton Rouge, LA 70803 USA.}},
Article-Number = {{24.1.1}},
ISSN = {{1067-3040}},
Keywords = {{Scriabin; atonal problem; Schoenberg; Disability Studies; orthography;
   Russian music theory; Yavorsky; voice leading}},
Keywords-Plus = {{MUSIC}},
Research-Areas = {{Music}},
Web-of-Science-Categories  = {{Music}},
Author-Email = {{ibazayev@lsu.edu}},
Cited-References = {{Ashkenazy Vladimir, 1998, SCRIABIN COMPLETE WO.
   Bazayev I, 2013, MUSIC THEOR SPECTRUM, V35, P111, DOI 10.1525/mts.2013.35.1.111.
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   Beliaev Viktor, 1923, K NOVYM BEREGAM, V3, P21.
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   McQuere G. D., 1983, RUSSIAN THEORETICAL, P217.
   Ogolevets Aleksei, 1941, OSNOVY GARMONICHESKO.
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   Roslavets Nicolai, 1927, THESIS.
   Saslaw J., 1997, THEOR PRACT, V22-23, P17.
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   Schoenberg Arnold, 1995, MUSICAL IDEA LOGIC T.
   Schoenberg Arnold, 1984, STYLE IDEA SELECTED, P113.
   Straus JN, 2006, J AM MUSIC SOC, V59, P113, DOI 10.1525/jams.2006.59.1.113.
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   Straus Joseph N., 2011, EXTRAORDINARY MEASUR.
   YAVORSKY B, 2008, IZBRANNOE PISMA VOSP.
   Yavorsky Boleslav, 1908, STROENIE MUZYKALNOI.}},
Number-of-Cited-References = {{28}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Music Theory Online}},
Doc-Delivery-Number = {{GC5CS}},
Unique-ID = {{ISI:000429803600001}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000429939500004,
Author = {Santos, Ana Cristina and Santos, Ana Lucia},
Title = {{Yes, we fuck! Challenging the misfit sexual body through disabled
   women's narratives}},
Journal = {{SEXUALITIES}},
Year = {{2018}},
Volume = {{21}},
Number = {{3, SI}},
Pages = {{303-318}},
Month = {{MAR}},
Abstract = {{Southern European society has been described in sociological literature
   as ableist, patriarchal and male-oriented. Under such conditions, many
   disabled women face multiple oppressions on grounds of gender,
   disability, class, age, sexual orientation, race' and ethnicity. The
   social construction of the impaired body as passive and dependent is
   conducive to a process of desexualization, presenting disabled people as
   inadequate for a full intimate life. The dominant biomedical model
   reinforces this process. This article draws on selected works in
   feminist disability studies to argue that rather than a body which is
   unfit, or does not fit, the misfit' is instead a cultural failure in
   accommodating and cherishing diversity. The authors also suggest that
   the desexualization of disabled women is replicating, as well as
   resulting from, historical tendencies to dehumanize and infantilize
   women. The empirical data is drawn from a larger project Disabled
   Intimacies? Sexual and Reproductive Citizenship of Disabled Women in
   Portugal'. Biographical narrative interviews with disabled women are
   analyzed to explore the notion of misfit' sexual bodies. Theirs are
   stories of counter-norms and the struggle for sexual fulfilment and
   recognition. The women's discussions of sexuality point to a need to
   change the ways that disability and intimacy are addressed in mainstream
   scholarly literature, institutions and the state. Narrow,
   heteronormative and ableist understandings of sexual intercourse and the
   linear character of mainstream stories of intimacy are shown as
   hindering the prospect of the recognition of disabled women as sexual
   citizens.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Santos, AC (Reprint Author), Colegio S Jeronimo, Ctr Estudos Sociais, Largo D Dinis, Portugal.
   Santos, Ana Cristina; Santos, Ana Lucia, Univ Coimbra, Ctr Social Studies, Coimbra, Portugal.}},
DOI = {{10.1177/1363460716688680}},
ISSN = {{1363-4607}},
EISSN = {{1461-7382}},
Keywords = {{disability; feminist disability studies; Portugal; sexual citizenship}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{cristina@ces.uc.pt}},
ORCID-Numbers = {{Santos, Ana Cristina/0000-0002-9597-7150
   Santos, Ana/0000-0001-5683-3886}},
Funding-Acknowledgement = {{Portuguese Foundation for Science and Technology - FCTPortuguese
   Foundation for Science and Technology {[}PTDC/CS-SOC/118305/2010 -
   FCOMP-01-0124-FEDER-019877]; European Research Council under the
   European Union's Seventh Framework Programme/ERC Grant Agreement
   `INTIMATE - Citizenship, Care and Choice: The Micropolitics of Intimacy
   in Southern Europe' {[}338452]}},
Funding-Text = {{This article stems from a broader research project called Disabled
   Intimacies? Sexual and Reproductive Citizenship of Disabled Women in
   Portugal, funded by the Portuguese Foundation for Science and Technology
   - FCT between April 2012 and September 2014 (reference no.
   PTDC/CS-SOC/118305/2010 - FCOMP-01-0124-FEDER-019877). Part of the
   research leading to this article has received funding from the European
   Research Council under the European Union's Seventh Framework Programme
   (FP/2007-2013)/ERC Grant Agreement `INTIMATE - Citizenship, Care and
   Choice: The Micropolitics of Intimacy in Southern Europe' (338452). Both
   research projects were developed at the Centre for Social Studies,
   University of Coimbra, Portugal.}},
Cited-References = {{Amancio L, 2007, LONGO CAMINHO MULHER.
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   Guzman P., 2012, INTERSECCIONES CUERP, P125.
   Kafer A, 2004, GENDERING DISABILITY, P107.
   Kafer Alison., 2012, SEX DISABIL, P331, DOI DOI 10.1215/9780822394877.
   Kim E, 2011, SEXUALITIES, V14, P479, DOI 10.1177/1363460711406463.
   Klesse C., 2006, SEXUALITIES, V9, P565, DOI DOI 10.1177/1363460706069986.
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   Rembis MA, 2010, SEX DISABIL, V28, P51, DOI 10.1007/s11195-009-9133-0.
   Richardson D., 2004, SEXUALITIES, V7, P391, DOI DOI 10.1177/1363460704047059.
   Richardson D., 2000, CRIT SOC POLICY, V20, P105, DOI DOI 10.1177/026101830002000105.
   Roseneil S, 2010, EUR J WOMENS STUD, V17, P77, DOI 10.1177/13505068100170010603.
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   Santos AC, 2013, SOCIAL MOVEMENTS SEX.
   Santos AL, 2014, RCCS ANN REV, V6, P123.
   Santos AC, 2013, J GENDER STUD, V22, P54, DOI 10.1080/09589236.2012.745682.
   Shakespeare T, 1996, SEXUAL POLITICS DISA.
   Sharp EA, 2011, J FAM ISSUES, V32, P956, DOI 10.1177/0192513X10392537.
   Shildrick M, 2009, DANGEROUS DISCOURSES OF DISABILITY, SUBJECTIVITY AND SEXUALITY, P1, DOI 10.1057/9780230244641.
   Shildrick M., 2004, SCAN J MEDIA ARTS CU, V1, P1.
   Shildrick M, 2002, EMBODYING MONSTER EN.
   Shildrick M., 1997, LEAKY BODIES BOUNDAR.
   Siebers T., 2012, SEX DISABIL, P37, DOI DOI 10.1215/9780822394877.
   Tavares M, 2011, FEMINISMOS PERCURSOS.
   Turner B.S., 2001, CITIZENSHIP STUD, V5, P329, DOI DOI 10.1080/13621020120085289.
   Valentine G, 2007, SOCIOL REV, V55, P104, DOI 10.1111/j.1467-954X.2007.00684.x.
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   Wendell S, 1989, Hypatia, V4, P104.
   Wengraf T., 2001, QUALITATIVE RES INTE.
   Wengraf T, 2007, GUIDE BNIM BIOGRAPHI.}},
Number-of-Cited-References = {{47}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Sexualities}},
Doc-Delivery-Number = {{GC6YR}},
Unique-ID = {{ISI:000429939500004}},
OA = {{Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000429939500006,
Author = {DeMirjyn, Maricela},
Title = {{The Goddess on Wheels: Maria R. Palacios}},
Journal = {{SEXUALITIES}},
Year = {{2018}},
Volume = {{21}},
Number = {{3, SI}},
Pages = {{334-349}},
Month = {{MAR}},
Abstract = {{This article discusses the performance work by disability activist,
   Maria R. Palacios who is a Latina feminist writer, poet and spoken word
   performer. Using narrative inquiry as a method of investigation,
   performances by Palacios are analyzed within the context of sexuality
   and disability studies. Specific performances are reviewed under the
   framework of the nonprofit organization Sins Invalid: An Unshamed Claim
   to Beauty in the Face of Invisibility, and include the following pieces
   by Palacios: Maria Full of Sin (2008), Testimony (2009), Hunger (2009),
   My Sexy Disability (2010) and Vagina Manifesto (2009). As a performance
   project, Sins Invalid notes in its mission statement that its
   performance work explores the themes of sexuality, embodiment and the
   disabled body', and the performances are designed to inspire visions of
   beauty and sexuality that disrupt heteronormative, as well as ableist,
   paradigms. A portion of this work will be centered on the Sins Invalid
   website focusing on entries in the form of blog postings dedicated to
   the performances by Palacios. Additionally, her autobiographic and
   culturally focused spoken word pieces and poems, such as Making Love to
   Woman in a Wheelchair (2007), will be thematically analyzed regarding
   her embodied subjectivity as a sexualized and self-identified disabled
   Latina. In conclusion, an examination of how performance, in conjunction
   with narrative research, provides a critical lens regarding visibility
   and the embodiment of dis/abled women of color for future studies is
   shared.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{DeMirjyn, M (Reprint Author), Colorado State Univ, Dept Ethn Studies, 202 Willard O Eddy Hall, Ft Collins, CO 80523 USA.
   DeMirjyn, Maricela, Colorado State Univ, Dept Ethn Studies, 202 Willard O Eddy Hall, Ft Collins, CO 80523 USA.}},
DOI = {{10.1177/1363460716688679}},
ISSN = {{1363-4607}},
EISSN = {{1461-7382}},
Keywords = {{coalitional subjectivity; complex embodiment; disabled sexuality;
   Latina; Palacios}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{maricela.demirjyn@colostate.edu}},
Cited-References = {{{[}Anonymous], 2001, INT GUILD DISABLED A.
   Anzaldua G, 2012, BORDERLAND LA FRONTE.
   Chavez KR, 2013, FEM MEDIA STUD SER, P1.
   Goodley D., 2014, DISABILITY STUDIES T.
   Jaen A, 1977, ACARICIAME.
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   Palacios M, 2009, M PALACIOS SINS INVA.
   Palacios Maria R, 2013, CRIPTIONARY DISABILI.
   Perez E, 2003, FRONTIERS, V24, P122.
   PUAR JASBIR K., 2013, DISABILITY STUDIES R, P177.
   Rainey Sarah Smith, 2011, LOVE SEX DISABILITY.
   Rohrer J, 2005, FEMINIST STUD, V31, P34, DOI 10.2307/20459006.
   Samuels Ellen, 2014, FANTASIES IDENTIFICA.
   Shildrick M, 2009, DANGEROUS DISCOURSES OF DISABILITY, SUBJECTIVITY AND SEXUALITY, P1, DOI 10.1057/9780230244641.
   Siebers Tobin, 2008, DISABILITY THEORY.
   Sins Invalid, 2006, OUR MISSION.}},
Number-of-Cited-References = {{19}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Sexualities}},
Doc-Delivery-Number = {{GC6YR}},
Unique-ID = {{ISI:000429939500006}},
DA = {{2020-03-18}},
}

@article{ ISI:000428251700005,
Author = {Walusinski, O.},
Title = {{Louis Delasiauve (1804-1893), an alienist at the dawn of epileptology
   and pediatric psychiatry}},
Journal = {{REVUE NEUROLOGIQUE}},
Year = {{2018}},
Volume = {{174}},
Number = {{3}},
Pages = {{106-114}},
Month = {{MAR}},
Abstract = {{This paper aims to honor the memory of the alienist Louis Delasiauve
   (1804-1893). His classification of the different types of epilepsy based
   on clinical symptoms is still relevant today and made him a precursor of
   contemporary epileptology. In 1851, Delasiauve clinically and
   etiologically isolated `acute mental confusion' (acute confusional
   state) from all other forms of dementia. Never deviating from his
   republican and progressive ideals, he devoted himself throughout the
   19th century to treating those insane asylum patients who received the
   poorest care: epileptics and children with intellectual disabilities.
   Studying functional cognitive disability as well as mental disability
   secondary to congenital malformations, Delasiauve developed a novel
   specific form of pedagogy to deal with delays in cognitive development.
   This made him one of the initiators of institutional pediatric
   psychiatry. His ideas would be carried forward by his favorite student,
   Desire-Magloire Bourneville (1840-1909). Committed to social welfare,
   Delasiauve worked relentlessly to improve access to healthcare for the
   least fortunate throughout France. As a passionate supporter of
   universal, free and secular education, he participated in a major
   movement away from religious establishments that involved opening a
   public school in every French canton. (C) 2017 Elsevier Masson SAS. All
   rights reserved.}},
Publisher = {{MASSON EDITEUR}},
Address = {{21 STREET CAMILLE DESMOULINS, ISSY, 92789 MOULINEAUX CEDEX 9, FRANCE}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Walusinski, O (Reprint Author), Cabinet Prive, 20 Rue Chartres, F-28160 Brou, France.
   Walusinski, O., Cabinet Prive, 20 Rue Chartres, F-28160 Brou, France.}},
DOI = {{10.1016/j.neurol.2017.05.003}},
ISSN = {{0035-3787}},
EISSN = {{2213-0004}},
Keywords = {{Louis Delasiauve; Epilepsia; Acute confusional state; Intellectual
   disability; History of neurology}},
Research-Areas = {{Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Clinical Neurology}},
Author-Email = {{walusinski@baillement.com}},
Cited-References = {{Baillarger JGF, 1843, ETAT DESIGNE CHEZ AL.
   Belhomme JE, 1824, THESIS.
   Bouchet C, 1825, ARCH GEN MED, V9, P510.
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   Delasiauve L., 1862, J MED MENT, V2, P1.
   Delasiauve L., 1851, ANN MED-PSYCHOL, V9, P380.
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   Delasiauve L., 1865, CREATION ASILES COMM.
   Delasiauve L., 1830, THESIS.
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   Delasiauve L., 1876, PROG MED, V4, P550.
   Delasiauve LJF, 1854, TRAITE EPILEPSIE HIS.
   Discours Delasiauve L., 1872, DISTRIBUTION SOLENNE.
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   Duroselle JB, 1988, CLEMENCEAU.
   Eadie M J, 1990, Clin Exp Neurol, V27, P29.
   Etoc-Demazy GF, 1833, THESIS.
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   Ferrus G, 1834, GAZ MED PARIS, V2, P612.
   GEORGET Etienne-Jean, 1820, FOLIE CONSIDERATIONS.
   Haustgen H., 2008, ANN MED-PSYCHOL, V166, P492.
   HERPIN T, 1852, PRONOSTIC TRAITEMENT.
   Herpin Th, 1867, ACCES INCOMPLETS EPI.
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   Sauze A., 1852, THESIS.
   Seguin E., 1846, TRAITEMENT MORAL HYG.
   Semelaigne R, 1893, ARCH NEUROL-CHICAGO, V26, P75.
   Semelaigne R., 1930, PIONNIERS PSYCHIAT F.
   Tissot S., 1770, TRAITE EPILEPSIE.
   Walusinski O, 2016, ANN MED-PSYCHOL, V174, P714, DOI 10.1016/j.amp.2016.04.015.
   Walusinski O, 2016, ANN MED-PSYCHOL, V174, P615, DOI 10.1016/j.amp.2016.05.006.}},
Number-of-Cited-References = {{57}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Rev. Neurol.}},
Doc-Delivery-Number = {{GA3TE}},
Unique-ID = {{ISI:000428251700005}},
DA = {{2020-03-18}},
}

@article{ ISI:000427439100008,
Author = {Aldinger, Joseph M. M.},
Title = {{STORY MAPS AND DISABILITY STUDIES: A DIGITAL BLUEPRINT FOR TEACHING
   COMMUNITY ENGAGEMENT}},
Journal = {{INTERNATIONAL JOURNAL OF HUMANITIES AND ARTS COMPUTING-A JOURNAL OF
   DIGITAL HUMANITIES}},
Year = {{2018}},
Volume = {{12}},
Number = {{1, SI}},
Pages = {{59-70}},
Month = {{MAR}},
Abstract = {{Story Maps and Disability Studies: A Digital Blueprint for Teaching
   Community Engagement argues that the spatial humanities and disability
   studies can highlight for students how classroom discussions are
   connected to public discourse concerning issues of access. This article
   examines an interdisciplinary project that uses digital cartography to
   introduce students to concepts in disability studies in order to get
   them engaged with issues of social justice within their community. The
   assignment asks students to map the nexus of power relations that they
   find in their community using digital tools such as ARC GIS and story
   maps software. This article provides a history of the assignment along
   with the assignment's framework including the reading list and classroom
   activities. Story Maps and Disability Studies concludes with a critical
   reflection on the assignment's educational goals, student projects, and
   future revisions to the project.}},
Publisher = {{EDINBURGH UNIV PRESS}},
Address = {{THE TUN-HOLYROOD RD, 12 2F JACKSONS ENTRY, EDINBURGH EH8 8PJ, SCOTLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Aldinger, JMM (Reprint Author), Georgia Inst Technol, Atlanta, GA 30332 USA.
   Aldinger, Joseph M. M., Georgia Inst Technol, Atlanta, GA 30332 USA.}},
DOI = {{10.3366/ijhac.2018.0207}},
ISSN = {{1753-8548}},
EISSN = {{1755-1706}},
Keywords = {{disability studies; community engagement; Story Maps; digital
   humanities; digital pedagogy}},
Research-Areas = {{Arts \& Humanities - Other Topics; Computer Science}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary; Computer Science, Interdisciplinary
   Applications}},
Author-Email = {{joseph.aldinger@lmc.gatech.edu}},
Funding-Acknowledgement = {{Lynchburg College; Jesse Ball duPont Fund}},
Funding-Text = {{I would like to thank my class at Lynchburg College for helping me with
   this project, Lynchburg College, and the Jesse Ball duPont Fund for
   their generous support of my research as well as the National Humanities
   Center for hosting the seminar. I would also like to give a special
   thank you to my student, Mitchell Jansce for helping me with my title.}},
Cited-References = {{Bodenhamer David J., 2015, DEEP MAPS SPATIAL NA, P3.
   Foucault Michel, 1998, AESTHETICS METHOD EP, P176.
   Foucault Michel, 2000, POWER, P352.
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   Siebers Tobin, 2008, DISABILITY THEORY, P5.
   Tally Jr Robert T., 2013, SPATIALITY, P159.
   Tremain S, 2005, FOUCAULT GOVT DISABI.}},
Number-of-Cited-References = {{7}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Int. J. Humanit. Arts Comput.}},
Doc-Delivery-Number = {{FZ2UN}},
Unique-ID = {{ISI:000427439100008}},
DA = {{2020-03-18}},
}

@article{ ISI:000468048300010,
Author = {Cleary, Krystal},
Title = {{Disability Studies}},
Journal = {{FEMINIST MEDIA HISTORIES}},
Year = {{2018}},
Volume = {{4}},
Number = {{2}},
Pages = {{61-66}},
Month = {{SPR}},
Publisher = {{UNIV CALIFORNIA PRESS, JOURNALS DIV}},
Address = {{155 GRAND AVENUE, STE 400, OAKLAND, CA 94612-3764 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cleary, K (Reprint Author), Tulane Univ, Dept Commun, New Orleans, LA 70118 USA.
   Cleary, K (Reprint Author), Tulane Univ, Gender \& Sexual Studies Program, New Orleans, LA 70118 USA.
   Cleary, Krystal, Tulane Univ, Dept Commun, New Orleans, LA 70118 USA.
   Cleary, Krystal, Tulane Univ, Gender \& Sexual Studies Program, New Orleans, LA 70118 USA.}},
DOI = {{10.1525/fmh.2018.4.2.61}},
EISSN = {{2373-7492}},
Keywords = {{disability; disability studies; impairment}},
Research-Areas = {{Arts \& Humanities - Other Topics; Communication; Women's Studies}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary; Communication; Women's Studies}},
Cited-References = {{Cleary Krystal, 2016, DISABILITY STUDIES Q, V36.
   Ellcessor Elizabeth, 2017, DISABILITY MEDIA STU, P3.
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   Minich Julie Avril, 2016, LATERAL, V5, P1.
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   Shakespeare T., 2006, DISABILITY RIGHTS WR.
   Wendell S, 1996, REJECTED BODY FEMINI.
   Wu Cynthia, 2012, CHANG ENG RECONNECTE, P7.}},
Number-of-Cited-References = {{15}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Fem. Media Hist.}},
Doc-Delivery-Number = {{HY3SX}},
Unique-ID = {{ISI:000468048300010}},
DA = {{2020-03-18}},
}

@article{ ISI:000424371600003,
Author = {Hsieh, K. and Murthy, S. and Heller, T. and Rimmer, J. H. and Yen, G.},
Title = {{Reported gum disease as a cardiovascular risk factor in adults with
   intellectual disabilities}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITY RESEARCH}},
Year = {{2018}},
Volume = {{62}},
Number = {{3}},
Pages = {{187-198}},
Month = {{MAR}},
Abstract = {{Background Several risk factors for cardiovascular disease (CVD) have
   been identified among adults with intellectual disabilities (ID).
   Periodontitis has been reported to increase the risk of developing a CVD
   in the general population. Given that individuals with ID have been
   reported to have a higher prevalence of poor oral health than the
   general population, the purpose of this study was to determine whether
   adults with ID with informant reported gum disease present greater
   reported CVD than those who do not have reported gum disease and whether
   gum disease can be considered a risk factor for CVD.
   Methods Using baseline data from the Longitudinal Health and
   Intellectual Disability Study from which informant survey data were
   collected, 128 participants with reported gum disease and 1252 subjects
   without reported gum disease were identified. A series of univariate
   logistic regressions was conducted to identify potential confounding
   factors for a multiple logistic regression.
   Results The series of univariate logistic regressions identified age,
   Down syndrome, hypercholesterolemia, hypertension, reported gum disease,
   daily consumption of fruits and vegetables and the addition of table
   salt as significant risk factors for reported CVD. When the significant
   factors from the univariate logistic regression were included in the
   multiple logistic analysis, reported gum disease remained as an
   independent risk factor for reported CVD after adjusting for the
   remaining risk factors. Compared with the adults with ID without
   reported gum disease, adults in the gum disease group demonstrated a
   significantly higher prevalence of reported CVD (19.5\% vs. 9.7\%; P =
   .001).
   Conclusion After controlling for other risk factors, reported gum
   disease among adults with ID may be associated with a higher risk of
   CVD. However, further research that also includes clinical indices of
   periodontal disease and CVD for this population is needed to determine
   if there is a causal relationship between gum disease and CVD.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hsieh, K (Reprint Author), Univ Illinois, Dept Disabil \& Human Dev, 1640 West Roosevelt Rd,Room 708, Chicago, IL 60608 USA.
   Hsieh, K.; Murthy, S.; Heller, T.; Yen, G., Univ Illinois, Dept Disabil \& Human Dev, 1640 West Roosevelt Rd,Room 708, Chicago, IL 60608 USA.
   Rimmer, J. H., Univ Alabama Birmingham, Sch Hlth Profess, Birmingham, AL USA.}},
DOI = {{10.1111/jir.12438}},
ISSN = {{0964-2633}},
EISSN = {{1365-2788}},
Keywords-Plus = {{CORONARY-HEART-DISEASE; PERIODONTAL-DISEASE; ORAL-HEALTH;
   DEVELOPMENTAL-DISABILITIES; DOWN-SYNDROME; OLDER-ADULTS; PREVALENCE;
   PEOPLE; METAANALYSIS; MARKERS}},
Research-Areas = {{Education \& Educational Research; Genetics \& Heredity; Neurosciences
   \& Neurology; Psychiatry; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Genetics \& Heredity; Clinical Neurology;
   Psychiatry; Rehabilitation}},
Author-Email = {{hsieh@uic.edu}},
ResearcherID-Numbers = {{Yen, Gary/AAF-2913-2019}},
Funding-Acknowledgement = {{U.S. Centers for Disease Control and PreventionUnited States Department
   of Health \& Human ServicesCenters for Disease Control \& Prevention -
   USA {[}U0IDD000302]; U.S. Department of Health and Human Services,
   Administration for Community Living (ACL), National Institute on
   Disability, Independent Living, and Rehabilitation Research (NIDILRR)
   {[}HI33B080009, 90RT5020-03-00]}},
Funding-Text = {{The authors would like to appreciate the families and agency staff who
   participated in the study for their time and effort. This manuscript is
   supported by Special Olympics cooperative agreement grant \#U0IDD000302
   from the U.S. Centers for Disease Control and Prevention and grants
   (\#HI33B080009 and \#90RT5020-03-00) from the U.S. Department of Health
   and Human Services, Administration for Community Living (ACL), National
   Institute on Disability, Independent Living, and Rehabilitation Research
   (NIDILRR) to the University of Illinois at Chicago for the
   Rehabilitation Research and Training Center on Developmental
   Disabilities and Health. However, those contents do not necessarily
   represent the policy of the Department of Health and Human Services, and
   you should not assume endorsement by the Federal Government.}},
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Number-of-Cited-References = {{54}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{J. Intell. Disabil. Res.}},
Doc-Delivery-Number = {{FV2CM}},
Unique-ID = {{ISI:000424371600003}},
DA = {{2020-03-18}},
}

@article{ ISI:000432029000002,
Author = {Danforth, Scot},
Title = {{Disability in the Family: John and Alice Dewey Raising Their Son, Sabino}},
Journal = {{TEACHERS COLLEGE RECORD}},
Year = {{2018}},
Volume = {{120}},
Number = {{2}},
Month = {{FEB}},
Abstract = {{Background/Context: The current biographic understanding of John Dewey's
   experience adopting and raising an Italian boy named Sabino emphasizes
   the theme of finding an emotional replacement for Morris and Gordon, two
   young sons who had tragically died on family trips to Europe. Lacking is
   substantive attention to the fact that John Dewey's son had a physical
   disability who grew up during the early surge of eugenics thought in
   American popular life. The leading biographer Jay Martin has portrayed
   John and Alice Dewey as rescuing Sabino from poverty, an experience that
   gave John Dewey ``a special empathy for the second-best, the
   second-class citizen, the loser in society.{''} What is missing from all
   biographic research on the Deweys is their experience of raising a boy
   with a physical disability during a historical time when disabilities
   were highly stigmatized.
   Purpose/Objective/Research: The purpose of this historical study is to
   supplement the current understanding of John Dewey fathering an adopted
   son with an account that attends to the fact that young Sabino had a
   physical disability. Working in the disability studies tradition, this
   analysis explores both how the Deweys contended with Sabino's bone
   tuberculosis as an illness requiring medical treatment and how they
   navigated the complex political context of deeply discriminatory
   attitudes surrounding disabled persons. The conclusion initiates a
   discussion of the larger questions concerning how the experiences of
   fathering a boy impacted directly by disability oppression might have
   influenced John Dewey's political activity and scholarship.
   Research Design: This historical analysis utilizes prior biographic
   research, published and unpublished works by John Dewey, and primary
   historical documents such as family letters and medical and popular
   publications of the era.
   Conclusions/Recommendations: This analysis finds that John and Alice
   Dewey were very loving and attentive parents who endured many struggles
   due to their child's disability. They worried about their son's health,
   and they capably navigated the available medical options. They were
   troubled by their son's suffering and pain, and they worked together
   with great consistency to comfort and support him. Further, they
   directly confronted disability prejudice, including educational
   segregation, and worked assiduously against the powerful cultural
   assumption that their disabled son should lead a life of anything less
   than full participation in the community. The article concludes with a
   preliminary examination of how these experiences influenced John Dewey's
   political writings and activities.}},
Publisher = {{TEACHERS COLL OF COLUMBIA UNIV}},
Address = {{525 W 120TH ST, NEW YORK, NY 10027 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Danforth, S (Reprint Author), Chapman Univ, Coll Educ Studies, Disabil Studies \& Inclus Educ, Orange, CA 92866 USA.
   Danforth, Scot, Chapman Univ, Coll Educ Studies, Disabil Studies \& Inclus Educ, Orange, CA 92866 USA.}},
Article-Number = {{020302}},
ISSN = {{0161-4681}},
EISSN = {{1467-9620}},
Keywords-Plus = {{SPECIAL-EDUCATION; EUGENICS; HISTORY; PSYCHOLOGISTS; TUBERCULOSIS;
   INTELLIGENCE; CULTURE; LAND; RACE; WAR}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
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   Zenderland Leila, 1998, MEASURING MINDS HH G.}},
Number-of-Cited-References = {{125}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Teach. Coll. Rec.}},
Doc-Delivery-Number = {{GF5SV}},
Unique-ID = {{ISI:000432029000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000429975000052,
Author = {Bobos, Pavlos and Nazari, Goris and Palimeris, Stephania and Billis,
   Evdokia and MacDermid, Joy C.},
Title = {{The Contribution of Health and Psychological Factors in Patients with
   Chronic Neck Pain and Disability: A Cross-sectional Study}},
Journal = {{JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH}},
Year = {{2018}},
Volume = {{12}},
Number = {{2}},
Pages = {{YC4-YC7}},
Month = {{FEB}},
Abstract = {{Introduction: One approach to reduce the burden of neck pain is the
   management of the prognostic factors that are associated with greater
   disability. Studies which quantify these predictors can support
   interventions that attempt to modify these trajectories.
   Aim: The aim of the present study to determine the contribution of
   psychological and health factors that are commonly associated with neck
   pain and disability levels.
   Materials and Methods: Patients between 18-65 years old were recruited
   to participate in the present study if they had neck pain for more than
   three months, with a minimum score 5/50 on the Neck Disability Index
   (NDI). Sixty patients were included in the study and they completed four
   patient reported outcomes including the Numeric Pain Rating Scale
   (NPRS), NDI, Short Form-12 (SF-12) and the Hospital Anxiety and
   Depression Scale (HADS). Multivariable regression analysis were
   performed to determine the contribution levels of anxiety, depression
   and health status on pain and disability levels.
   Results: There were 13 males and 47 females in the study with a mean age
   of 39.45 +/- 12.67 years. Pain levels were explained by physical and
   mental components of SF-12 and HADS subscales which accounted for 40\%
   of the variance. SF-12 and the HADS subscales explained 50\% of the
   variance in patients disability levels.
   Conclusion: The self-reported anxiety of HADS and the physical health
   status of SF-12 were the two significant contributors of pain and
   disability levels for patients with chronic neck pain. Future
   interventions should aim to modify these factors.}},
Publisher = {{PREMCHAND SHANTIDEVI RESEARCH FOUNDATION}},
Address = {{71 JAIN COLONY, VEER NAGAR, DELHI, 110 007, INDIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bobos, P (Reprint Author), 1151 Richmond St, London, ON, Canada.
   Bobos, Pavlos; Nazari, Goris; MacDermid, Joy C., Western Univ, Dept Hlth \& Rehabil Sci, London, ON, Canada.
   Palimeris, Stephania, McGill Univ, Sch Phys \& Occupat Therapy, Montreal, PQ, Canada.
   Billis, Evdokia, TEI Western Greece, Dept Physiotherapy, Patras, Greece.}},
DOI = {{10.7860/JCDR/2018/31284.11203}},
ISSN = {{2249-782X}},
EISSN = {{0973-709X}},
Keywords = {{Analysis; Depression; Neck disability index}},
Keywords-Plus = {{2000-2010 TASK-FORCE; GENERAL-POPULATION; DEPRESSION; ANXIETY; INDEX;
   ASSOCIATION; BONE}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Author-Email = {{pbobos@uwo.ca}},
ResearcherID-Numbers = {{MacDermid, Joy C/H-7837-2013
   Bobos, Pavlos/S-2037-2016}},
ORCID-Numbers = {{MacDermid, Joy C/0000-0001-9311-7379
   Bobos, Pavlos/0000-0002-5098-4840}},
Cited-References = {{Blozik E, 2009, BMC MUSCULOSKEL DIS, V10, DOI 10.1186/1471-2474-10-13.
   Bobos P, 2016, REHABIL RES PRACT, DOI 10.1155/2016/6480826.
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Number-of-Cited-References = {{23}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Clin. Diagn. Res.}},
Doc-Delivery-Number = {{GC7LP}},
Unique-ID = {{ISI:000429975000052}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000429514500015,
Author = {Kerrison, Erin M.},
Title = {{Exploring how prison-based drug rehabilitation programming shapes racial
   disparities in substance use disorder recovery}},
Journal = {{SOCIAL SCIENCE \& MEDICINE}},
Year = {{2018}},
Volume = {{199}},
Number = {{SI}},
Pages = {{140-147}},
Month = {{FEB}},
Abstract = {{Prison-based therapeutic community (TC) programming is derived from the
   perspective that drug addiction is primarily symptomatic of cognitive
   dysfunction, poor emotional management, and underdeveloped self-reliance
   skills, and can be addressed in a collaborative space where a strong
   ideological commitment to moral reform and personal responsibility is
   required of its members. In this space, evidence of rehabilitation is
   largely centered on the client's relationship to language and the public
   adoption of a ``broken self{''} narrative. Failure to master these
   linguistic performances can result in the denial of material and
   symbolic resources, thus participants learn how to use TC language to
   present themselves in ways that support existing institutionalized
   hierarchies, even if that surrender spells their self-denigration. This
   research examines the interview narratives of 300 former prisoners who
   participated in a minimum of 12 months of prison-based TC programming,
   and described how programming rhetoric impacted their substance abuse
   treatment experiences. While many of the respondents described
   distressing experiences as TC participants, White respondents were more
   likely to eventually embrace the ``addict{''} label and speak of
   privileges and reintegrative support subsequently received. Black
   respondents were more likely to defy the treatment rhetoric, and either
   fail to complete the program or simulate a deficit-based self-narrative
   without investing in the content of those stories. The following
   explores the significance of language and identity construction in these
   carceral spaces, and how treatment providers as well as agency agendas
   are implicated in the reproduction of racial disparities in substance
   abuse recovery. Published by Elsevier Ltd.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kerrison, EM (Reprint Author), Univ Calif Berkeley, Sch Social Welf, 120 Haviland Hall,MC 7400, Berkeley, CA 94720 USA.
   Kerrison, Erin M., Univ Calif Berkeley, Sch Social Welf, 120 Haviland Hall,MC 7400, Berkeley, CA 94720 USA.}},
DOI = {{10.1016/j.socscimed.2017.08.002}},
ISSN = {{0277-9536}},
Keywords = {{United States; Critical disability studies; Critical race theory;
   Prison; Rehabilitation; Substance abuse; Therapeutic community}},
Keywords-Plus = {{THERAPEUTIC COMMUNITIES; ABUSE TREATMENT; HEALTH; RACE; OUTCOMES;
   STIGMA; ADDICTION; IDENTITY; WOMEN; COMPETENCE}},
Research-Areas = {{Public, Environmental \& Occupational Health; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health; Social Sciences,
   Biomedical}},
Author-Email = {{kerrison@berkeley.edu}},
ORCID-Numbers = {{Kerrison, Erin/0000-0003-1300-3983}},
Funding-Acknowledgement = {{National Institute of Justice, Office of Justice Programs, U.S.
   Department of Justice {[}2008-lJ-CX-0017]; Vice Provost's Postdoctoral
   Fellowship}},
Funding-Text = {{Data collection and analyses were supported by Grant No. 2008-lJ-CX-0017
   awarded by the National Institute of Justice, Office of Justice
   Programs, U.S. Department of Justice. The points of view presented here
   are my own and do not necessarily represent the official position or
   policies of the U.S. Department of Justice.; Conceptual development of
   this manuscript was supported by a Vice Provost's Postdoctoral
   Fellowship awarded to the author while a member of the Department of
   Criminology at the University of Pennsylvania.}},
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Number-of-Cited-References = {{62}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Soc. Sci. Med.}},
Doc-Delivery-Number = {{GC1CP}},
Unique-ID = {{ISI:000429514500015}},
DA = {{2020-03-18}},
}

@article{ ISI:000428113300003,
Author = {Kelly, Christine},
Title = {{A future for disability: perceptions of disabled youth and nonprofit
   organizations}},
Journal = {{SOCIAL THEORY \& HEALTH}},
Year = {{2018}},
Volume = {{16}},
Number = {{1}},
Pages = {{44-59}},
Month = {{FEB}},
Abstract = {{Drawing on the turn in feminist disability studies toward notions of
   time and futurity, this article presents themes from a study of
   disability and health-related organizations and youth engagement in
   Ottawa, Canada. This article asks: what types of futures are imagined by
   youth with disabilities? How do they resemble or differ from the future
   visions of disability and health-related nonprofit organizations? And
   further, do these futures align with disability scholarship on crip
   futurity? Using a grounded theory approach and qualitative methods, the
   study included a website analysis of 84 organizations, key informant
   interviews with 25 employees, and five focus groups with 46 youth with
   disabilities. The youth with disabilities in this study have a
   depoliticized sense of being `out of time' with normative temporalities.
   The organizations largely present `detached futures' that imagine
   positive visions of the future that they are unable to enact in light of
   the structural constraints on their operations. Taken together, this
   article emphasizes the importance of encouraging disability
   organizations and disabled youth to generate images of crip futures
   beyond accommodation in order to transform experiences of disability in
   the present.}},
Publisher = {{PALGRAVE MACMILLAN LTD}},
Address = {{BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kelly, C (Reprint Author), Univ Manitoba, Community Hlth Sci, S113 Med Serv Bldg,750 Bannatyne Ave, Winnipeg, MB R3E 0W3, Canada.
   Kelly, Christine, Univ Manitoba, Community Hlth Sci, S113 Med Serv Bldg,750 Bannatyne Ave, Winnipeg, MB R3E 0W3, Canada.}},
DOI = {{10.1057/s41285-017-0042-5}},
ISSN = {{1477-8211}},
EISSN = {{1477-822X}},
Keywords = {{Disability studies; Youth; Nonprofit organizations; Future; Time; Canada}},
Research-Areas = {{Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Social Sciences, Biomedical}},
Author-Email = {{christine.kelly@umanitoba.ca}},
ORCID-Numbers = {{Kelly, Christine/0000-0002-3316-3258}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC) {[}430-2014-00237]}},
Funding-Text = {{This research was supported by the Social Sciences and Humanities
   Research Council of Canada {[}Grant Number: 430-2014-00237].}},
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Number-of-Cited-References = {{28}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Soc. Theory Health}},
Doc-Delivery-Number = {{GA1YI}},
Unique-ID = {{ISI:000428113300003}},
DA = {{2020-03-18}},
}

@article{ ISI:000426821600001,
Author = {McBrinn, Joseph},
Title = {{`The work of masculine fingers': the Disabled Soldiers' Embroidery
   Industry, 1918-1955}},
Journal = {{JOURNAL OF DESIGN HISTORY}},
Year = {{2018}},
Volume = {{31}},
Number = {{1}},
Pages = {{1-23}},
Month = {{FEB}},
Abstract = {{Operating between 1918 and 1955 the Disabled Soldiers' Embroidery
   Industry was perhaps the most successful and high-profile scheme that
   aimed to help disabled combatants, returning from the First World War,
   back to employment through the small-scale production of domestic and
   luxury textiles marketed to middle class and aristocratic consumers. Its
   contribution to the modern revival of interest in embroidery is clear
   from its widespread promotion in newspapers and women's magazines, its
   relationship with manufacturers such as Pearsall's sewing threads and
   Weldon's mail-order sewing patterns, its inclusion in major exhibitions
   of embroidery in the period and the several major commissions it
   garnered until after the Second World War. This brief analysis of its
   history, made possible by the recent discovery of a small archive of its
   papers and a number of surviving embroideries, affords some insight into
   how masculine identity and the disabled body have operated as active
   rather than passive agents in design history. This article, although
   providing a basic overview of this business, also offers an
   interrogation of the interrelationship of masculinity, disability, craft
   and interwar modernity in Britain that draws upon design history, gender
   and sexuality theory and disability studies.}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McBrinn, J (Reprint Author), Ulster Univ, Belfast Sch Art, Design Hist, Coleraine, Londonderry, North Ireland.
   McBrinn, Joseph, Ulster Univ, Belfast Sch Art, Design Hist, Coleraine, Londonderry, North Ireland.}},
DOI = {{10.1093/jdh/epw043}},
ISSN = {{0952-4649}},
EISSN = {{1741-7279}},
Keywords = {{disability; embroidery; First World War; home craft; masculinity;
   philanthropy}},
Research-Areas = {{Art}},
Web-of-Science-Categories  = {{Art}},
Author-Email = {{J.McBrinn@ulster.ac.uk}},
ORCID-Numbers = {{McBrinn, Joseph/0000-0002-1607-8959}},
Cited-References = {{A.E.L, 1924, ILLUSTRATED LOND, P710.
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Number-of-Cited-References = {{161}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{J. Des. Hist.}},
Doc-Delivery-Number = {{FY4UH}},
Unique-ID = {{ISI:000426821600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000426214800049,
Author = {Bendak, Lama},
Title = {{Using Math App Monster Numbers for improving Calculation of Mild
   Intellectual Disability Students}},
Journal = {{WORLD FAMILY MEDICINE}},
Year = {{2018}},
Volume = {{16}},
Number = {{2}},
Pages = {{319-323}},
Month = {{FEB}},
Abstract = {{The purpose of this study is to highlight the importance of mobile math
   games for mildly intellectually disabled students which will reflect
   positively on their calculations. The quantitative approach was adopted
   where the total number of the intellectually disabled students in the
   study was 10 from two private schools. The study was limited to grades
   1, 2 and 3, whose ages ranged from 6.8 to 9.10. The students were
   divided into two groups, where the control group had 5 mildly
   intellectually disabled students and the experimental group also had 5
   mildly intellectually disabled students. The measuring instrument or
   tool that was used in this study is the Woodcock-Johnson III, Test of
   Achievement limited to the calculation section. The pretest was done
   during the first trimester of the school year. Then the educational math
   games for kids ``Monster Numbers{''}: addition, subtraction, numbers
   intervention was applied for two trimesters. After that, the posttest
   was done and the results were submitted for analysis, where the means
   and standard deviations, the independent samples T-test, and the paired
   samples T-test were calculated. The results of this study showed
   statistical differences to the benefit of the experimental group over
   the control group.}},
Publisher = {{MEDI+WORLD INT}},
Address = {{3 DAVIS ST, RADCLIFFE NORTH, 4020, AUSTRALIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bendak, L (Reprint Author), Lebanese Univ, Fac Educ, Beirut, Lebanon.
   Bendak, Lama, Lebanese Univ, Fac Educ, Beirut, Lebanon.}},
DOI = {{10.5742/MEWFM.2018.93277}},
ISSN = {{1839-0188}},
EISSN = {{1839-0196}},
Keywords = {{intellectual disability; mathematics; Woodcock-Johnson III; test of
   achievement-calculation}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Author-Email = {{lamabendak@gmail.com}},
Cited-References = {{American Psychiatric Association, 2013, DIAGNOSTIC STAT MANU.
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Number-of-Cited-References = {{15}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{World Fam. Med.}},
Doc-Delivery-Number = {{FX6RX}},
Unique-ID = {{ISI:000426214800049}},
DA = {{2020-03-18}},
}

@article{ ISI:000423808400011,
Author = {Foster, Deborah},
Title = {{The Health and Well-Being at Work Agenda: Good News for (Disabled)
   Workers or Just a Capital Idea?}},
Journal = {{WORK EMPLOYMENT AND SOCIETY}},
Year = {{2018}},
Volume = {{32}},
Number = {{1}},
Pages = {{186-197}},
Month = {{FEB}},
Abstract = {{Health and well-being (H\&WB) initiatives have increasingly appeared in
   workplaces, but are the subject of surprisingly little critical
   analysis. The terms H\&WB have also become positively embedded in Human
   Resource Management (HRM) and academic vocabularies, often displacing
   disability, which, it is argued, is (wrongly) regarded as a negative
   descriptor. This article challenges the sometimes taken-for-granted
   assumption that employer-led H\&WB initiatives are inherently positive.
   It considers how they are being used to undermine statutory trade union
   health and safety representatives, reinforce concepts of normalcy and
   ableism in respect of worker lifestyle and impairments, and
   individualize/medicalize experiences of workplace stress. Utilizing a
   critical disability studies lens debate challenges a dominant element of
   many H\&WB programmes - employee resilience - and concludes that a
   social model of disability and workplace well-being is needed to focus
   debate on the social, economic and political causes of ill-health and
   dis-ability in workplaces under neo-liberal austerity.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Foster, D (Reprint Author), Cardiff Univ, Cardiff Business Sch, Aberconway Bldg,Colum Dr, Cardiff CF10 3EU, S Glam, Wales.
   Foster, Deborah, Cardiff Univ, Employment Relat, Cardiff Business Sch, Cardiff, S Glam, Wales.}},
DOI = {{10.1177/0950017016682458}},
ISSN = {{0950-0170}},
EISSN = {{1469-8722}},
Keywords = {{ableism; disability; health and well-being; ideal worker;
   neo-liberalism; resilience; workplace stress}},
Keywords-Plus = {{DISABILITY; WORKPLACE; RESILIENCE; MANAGEMENT; EMPLOYEES; FIT}},
Research-Areas = {{Business \& Economics; Sociology}},
Web-of-Science-Categories  = {{Economics; Industrial Relations \& Labor; Sociology}},
Author-Email = {{FosterD1@cardiff.ac.uk}},
Cited-References = {{Abberley P., 1996, DISABILITY SOC EMERG, P61, DOI DOI 10.1177/1741143205051055.
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   Zola I. K., 2005, MILBANK Q, V83, P1, DOI DOI 10.1111/J.1468-0009.2005.00428.X.}},
Number-of-Cited-References = {{46}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{15}},
Journal-ISO = {{Work Employ. Soc.}},
Doc-Delivery-Number = {{FU4FH}},
Unique-ID = {{ISI:000423808400011}},
OA = {{Green Accepted, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000419871700006,
Author = {Scott, Julie-Ann and Houtzer, Hunter},
Title = {{``She Was Here{''}: Research as Resistance to the Loss of ``Culturally
   Uncomfortable{''} Identities}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2018}},
Volume = {{24}},
Number = {{2}},
Pages = {{134-150}},
Month = {{FEB}},
Abstract = {{This essay traces a co-exploration into understanding aging, memory, and
   purpose through the analysis of elders stories told during varying
   stages of memory loss. Responding to the prompt, What are the memories
   you don't want to forget? participants told stories of culturally
   uncomfortable identities they worried no one else prioritized
   remembering. As the researchers, we were faced with the struggle to
   continue human connection beyond vulnerable, inescapably mortal bodies.
   We analyze our reactions within our analysis of their stories to offer a
   dynamic means to make sense of data, ourselves, and shared cultural
   responsibility through telling and listening to personal narratives.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Scott, JA (Reprint Author), Univ North Carolina Wilmington, Dept Commun Studies, Leutze Hall 235,601 S Coll Rd, Wilmington, NC 20403 USA.
   Scott, Julie-Ann, Univ North Carolina Wilmington, Commun Studies, Wilmington, NC USA.
   Houtzer, Hunter, Univ North Carolina Wilmington, Wilmington, NC USA.}},
DOI = {{10.1177/1077800416684876}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability studies; autoethnography; ethnographies; methodologies;
   active interviews; interviewing; narrative; methods of inquiry}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{scottj@uncw.edu}},
Funding-Acknowledgement = {{UNCW Faculty Summer Research Initiative Grant}},
Funding-Text = {{The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: Hunter was
   able to join the project as a UNCW Summer Undergraduate Research and
   Creative Achievement Assistant. Narratives were Collected through a UNCW
   Faculty Summer Research Initiative Grant.}},
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   Thornton RM, 2015, QUAL INQ, V21, P66, DOI 10.1177/1077800414542694.}},
Number-of-Cited-References = {{11}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{FS5XE}},
Unique-ID = {{ISI:000419871700006}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000491493300100,
Author = {Parnoningrum, Triworo},
Editor = {{Dempsey, H and Sriboonruang, O and Sumintono, B and Mariana, N and Susilo, H and Nugroho, R and Zuhdi, U and Gunansyah, G and Trihantoyo, S and Wiyono, BD and Winingsih, E and Haq, MS and Ardianingsih, F and Adhe, KR and Wibawa. SC}},
Title = {{Implementation of Index for Inclusions as Development of Inclusive
   Education}},
Booktitle = {{PROCEEDINGS OF THE 2ND INTERNATIONAL CONFERENCE ON EDUCATION INNOVATION
   (ICEI 2018)}},
Series = {{Advances in Social Science Education and Humanities Research}},
Year = {{2018}},
Volume = {{212}},
Pages = {{462-468}},
Note = {{2nd International Conference on Education Innovation (ICEI) -
   Multicultural Education in Digital Era, Surabaya, INDONESIA, JUL 28,
   2018}},
Organization = {{Univ Negeri Surabaya, Educ Fac}},
Abstract = {{Surabaya currently has 20 secondary schools as the organizers inclusive
   education. Junior high school 28 Surabaya is one of the organizers of
   inclusive education schools in Surabaya. This year serving eight
   disability students with a variety of special characters including
   autism, disabled and slow learners. It requires friendly school
   management for students of character diversity.
   The objective was to develop inclusive education at disability children
   at Junior High School 28 Surabaya as an effort to: 1) improve the index
   for inclusion to develop inclusive education, 2) improve the culture,
   policy and practise teacher in school 3) Enhancement of teacher skills
   and knowledge to better address the learning needs of all students. This
   paper used discriptif qualitative method.
   The recently developed Index for Inclusion is one resource that can
   facilitate the process of professional and facilitate change in school
   culture, policy and teaching practice at Junior high school 28 Surabaya.
   The Index process described in this paper incorporates the use of a
   critical friends and peers mentoring within an action research model to
   provide benefits for all involved in the professional development
   process. This paper reports on the initial stages of a collaborative
   partnership for all school stakeholders in a disadvantaged
   socio-economic area of Junior high school 28 Surabaya. The stages of the
   journey of learning incorporating the Index for Inclusion are reported.}},
Publisher = {{ATLANTIS PRESS}},
Address = {{29 AVENUE LAVMIERE, PARIS, 75019, FRANCE}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Parnoningrum, T (Reprint Author), Univ Negeri Surabaya, Doctoral Educ Management Program, Surabaya, Indonesia.
   Parnoningrum, Triworo, Univ Negeri Surabaya, Doctoral Educ Management Program, Surabaya, Indonesia.}},
ISSN = {{2352-5398}},
ISBN = {{978-94-6252-613-6}},
Keywords = {{inclusive education; disability children; index for inclusions}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{triworoparnoningrum@mhs.unesa.ac.id}},
Cited-References = {{AINSCOW M, 2008, SAGE HDB CURRICULUM.
   Carrington S., 2012, TEACHING INCLUSIVE S.
   Depdiknas, 2009, TOT MOD IMPL INCL ED.
   Direktorat PPK-LK, 2011, PED UM PEN PEND INKL.
   Gillies Robyn M, 2004, ASIA PACIFIC J ED, V24, P117.
   Olsen Hildegum, 2003, INCLUSIVE ED STRATEG.
   Smith D.J, 2012, INCLUSION SCH ALL ST.
   Triworo P, 2009, HAND OUT WORKSH INCL.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BO0KM}},
Unique-ID = {{ISI:000491493300100}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000491321800020,
Author = {Septiany, Gian Asri and Rahayu, Dina Istiqomah and Dayani, Whisqa},
Editor = {{Utomo and Yuwono, I and Winarti, A and MuthIm, HA}},
Title = {{Improving the Ability to Memorize the Alphabet in Mild Intellectual
   Disability Student using the Letter Floor Puzzle}},
Booktitle = {{PROCEEDINGS OF THE 2ND INDOEDUC4ALL - INDONESIAN EDUCATION FOR ALL
   (INDOEDUC 2018)}},
Series = {{Advances in Social Science Education and Humanities Research}},
Year = {{2018}},
Volume = {{272}},
Pages = {{72-74}},
Note = {{2nd International Conference on Indonesian Education for All
   (INDOEDUC4ALL), Banjarmasin, INDONESIA, OCT 18, 2018}},
Organization = {{Univ Lambung Mangkurat; European Commiss, Erasmus}},
Abstract = {{Intellectual disability is refers to an individual who have barriers
   receive and process information, so it requires a learning modification.
   Difficulties that are often found in intellectual disability children
   including lack of interest in learning, lack of motivation that affects
   the ability called memorization. To overcome these problems, learning
   media that can attract interest and learning abilities from intellectual
   disability students are required. These abilities can be developed
   optimally. The purpose of this study is to see the effectiveness of
   media puzzles, the basic foundation of the ability to read the alphabet
   to the intellectual disability student. This research is motivated by
   the existence of subjects who have not been able to recite all the
   alphabets at the grade 6 SDLB level. Years of studying at the school, he
   was only able to pronounce vowels. The interest in contrasting colors
   and the penchant for puzzles made the researchers take the initiative to
   apply it to the process of memorizing alphabets. The study used an
   experimental method with A-B-A design SSR method to see the
   effectiveness of letter floor puzzle media. The results showed an
   increase in the ability to memorize on the subject of the study. Based
   on the results of this study, it can be concluded that media puzzles can
   improve the ability to memorize the alphabet in mild intellectual
   disability students.}},
Publisher = {{ATLANTIS PRESS}},
Address = {{29 AVENUE LAVMIERE, PARIS, 75019, FRANCE}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Rahayu, DI (Reprint Author), Univ Pendidikan Indonesia, Dept Special Need, Bandung, Indonesia.
   Septiany, Gian Asri; Rahayu, Dina Istiqomah; Dayani, Whisqa, Univ Pendidikan Indonesia, Dept Special Need, Bandung, Indonesia.}},
ISSN = {{2352-5398}},
ISBN = {{978-94-6252-610-5}},
Keywords = {{intellectual disability; memorize the alphabet; letter floor puzzle
   media}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{nha.isti14@gmail.com}},
Cited-References = {{Allor JH, 2010, PSYCHOL SCHOOLS, V47, P445, DOI 10.1002/pits.20482.
   Conners FA, 2006, RES DEV DISABIL, V27, P121, DOI 10.1016/j.ridd.2004.11.015.
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   Katims DS, 2001, EDUC TRAIN MENT RET, V36, P363.
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   Sareb P. M., 2008, MENUMBUHKAN MINAT BA.
   Schalock R. L., 2010, INTELLECTUAL DISABIL.
   Susilana R., 2009, MEDIA PEMBELAJARAN H.}},
Number-of-Cited-References = {{9}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BO0JN}},
Unique-ID = {{ISI:000491321800020}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000491321800035,
Author = {Wicaksono, Tio Tegar and Kusumawardhani, Indira and Sasdiyarto, Kaysha
   Ainayya},
Editor = {{Utomo and Yuwono, I and Winarti, A and MuthIm, HA}},
Title = {{Optimization of Digital Technology to Create Accessible Learning in
   Universities}},
Booktitle = {{PROCEEDINGS OF THE 2ND INDOEDUC4ALL - INDONESIAN EDUCATION FOR ALL
   (INDOEDUC 2018)}},
Series = {{Advances in Social Science Education and Humanities Research}},
Year = {{2018}},
Volume = {{272}},
Pages = {{133-136}},
Note = {{2nd International Conference on Indonesian Education for All
   (INDOEDUC4ALL), Banjarmasin, INDONESIA, OCT 18, 2018}},
Organization = {{Univ Lambung Mangkurat; European Commiss, Erasmus}},
Abstract = {{Education is a right for all and thus quality education resources must
   be provided for students. University as a high education institution
   yearly receives wide ranges of students with different learning
   backgrounds and needs, include students with disabilities. Challenges
   that may arise come from the unawareness of the university in
   identifying the needs of students with disabilities where now digital
   technology is readily available to be used. This paper evaluates the
   optimization of digital technology as learning tools to facilitate
   students with disabilities and authors will provide suggestions for
   universities to fully optimize the appropriate digital technology based
   on previous research. Findings were gathered through several
   unstructured interviews with disabilities students and review of
   existing researches on the related subject. There is a gap between
   readily available digital technology for accessible learning and the
   enactment that will support best education experience for students with
   disabilities. Several reasons why the gap occurred are the flaw of web
   designs and not all lecturers use the available features. Past
   researches have suggested several necessary designs by users with
   disabilities. The full use of digital technology in education is a must
   for all lecturers to facilitate all students by employing policies in
   university scale.}},
Publisher = {{ATLANTIS PRESS}},
Address = {{29 AVENUE LAVMIERE, PARIS, 75019, FRANCE}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Wicaksono, TT (Reprint Author), UKM Peduli Difabel Univ Gadjah Mada, Sleman, Indonesia.
   Wicaksono, Tio Tegar; Kusumawardhani, Indira; Sasdiyarto, Kaysha Ainayya, UKM Peduli Difabel Univ Gadjah Mada, Sleman, Indonesia.}},
ISSN = {{2352-5398}},
ISBN = {{978-94-6252-610-5}},
Keywords = {{accessibility; inclusion education; e-learning; disability}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{tio.tegar.wicaksono@mail.ugm.ac.id
   indira.k@mail.ugm.ac.id
   k.ainayya@mail.ugm.ac.id}},
Cited-References = {{Alexander S., 2001, ED TRAINING, V43, P240, DOI DOI 10.1108/00400910110399247.
   Caldwell B., 2008, WEB CONTENT ACCESSIB.
   de Freitas S, 2005, J HIGH EDUC POLICY M, V27, P81, DOI 10.1080/13600800500046255.
   Frobenius A. C., 2018, SEMNASTEKNOMEDIA ONL, V6, P1.
   Harahap R., 2017, SEM NAS SEN DAN DES.
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   Honey P., LEARNING ORG, V8, P200.
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   Rosenblit S. G., 2005, HIGH EDUC, V49, P467.
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   Sloan D., 2016, P 13 WEB ALL C, P31.
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   Yang H.H., 2013, PROCEDIA SOCIAL BEHA, V77, P429, DOI DOI 10.1016/J.SBSPR0.2013.03.098.}},
Number-of-Cited-References = {{17}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BO0JN}},
Unique-ID = {{ISI:000491321800035}},
DA = {{2020-03-18}},
}

@article{ ISI:000488748700003,
Author = {Arroyo Martin, Cristina},
Title = {{Metro encounters. Social dispositions toward disability care}},
Journal = {{QUADERNS-E DE L INSTITUT CATALA D ANTROPOLOGIA}},
Year = {{2018}},
Volume = {{23}},
Number = {{1}},
Pages = {{18-34}},
Abstract = {{People with functional diversity have historically been identified,
   stigmatized and disciplined in a moral and social order based on normal
   normative principles. The spaces of so-called over-modernity are
   presented as improvised scenes, where the present is performed to
   maintain a previously-socialized and apprehended order which, in turn,
   continuously restructures the logics of interaction. Ordering as spatial
   regulation, as well as attention to difference, and common-sense
   maintenance of the status quo, constructs alterities within relations of
   inequality and power. Disability study models, in particular the
   hegemonic medical-rehabilitation model, legitimize oppression and social
   privilege structures that seem to reproduce in our surroundings. People
   with functional diversity, approached from multiple viewpoints, help us
   to reflect on these spontaneous orderings. These are the result of the
   conquest of a liberal and individualistic citizenship that acts through
   unfair means and seeks to alienate multiple, fragmented and unique
   personal and collective identities.}},
Publisher = {{INST CATALA ANTROPOLOGIA}},
Address = {{COMTE URGELL 259 SS, 3A, BARCELONA, 08036, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Martin, CA (Reprint Author), ICA, Barcelona, Spain.
   Arroyo Martin, Cristina, ICA, Barcelona, Spain.}},
ISSN = {{0211-5557}},
EISSN = {{1696-8298}},
Keywords = {{Social order; inequality; difference; disability; oppression}},
Research-Areas = {{Anthropology}},
Web-of-Science-Categories  = {{Anthropology}},
Cited-References = {{Abberley P., 2008, SUPERAR BARRERAS DIS, P34.
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Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{QUAD.-E INST. CATALA ANTROPOL.}},
Doc-Delivery-Number = {{JB7NP}},
Unique-ID = {{ISI:000488748700003}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000473401500092,
Author = {Korn, Oliver and Holt, Raymond and Kontopoulos, Efstratios and Kappers,
   Astrid M. L. and Persson, Nils-Krister and Olson, Nasrine},
Book-Group-Author = {{ACM}},
Title = {{Empowering Persons with Deafblindness: Designing an Intelligent
   Assistive Wearable in the SUITCEYES Project}},
Booktitle = {{11TH ACM INTERNATIONAL CONFERENCE ON PERVASIVE TECHNOLOGIES RELATED TO
   ASSISTIVE ENVIRONMENTS (PETRA 2018)}},
Year = {{2018}},
Pages = {{545-551}},
Note = {{11th ACM International Conference on Pervasive Technologies Related to
   Assistive Environments (PETRA), Corfu, GREECE, JUN 26-29, 2018}},
Organization = {{ACM; Univ Texas Arlington, Coll Engn; Natl Sci Fdn; Univ Texas
   Arlington, Dept Comp Sci \& Engn; Univ Texas Arlington, Human Centered
   Comp Lab; Univ Texas Arlington, iPerform Ind, Univ NSF Ctr; Natl Ctr Sci
   Res; Ionian Univ; Technologies Journal; Oracle}},
Abstract = {{Deafblindness is a condition that limits communication capabilities
   primarily to the haptic channel. In the EU-funded project SUITCEYES we
   design a system which allows haptic and thermal communication via soft
   interfaces and textiles. Based on user needs and informed by disability
   studies, we combine elements from smart textiles, sensors, semantic
   technologies, image processing, face and object recognition, machine
   learning, affective computing, and gamification. In this work, we
   present the underlying concepts and the overall design vision of the
   resulting assistive smart wearable.}},
Publisher = {{ASSOC COMPUTING MACHINERY}},
Address = {{1515 BROADWAY, NEW YORK, NY 10036-9998 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Korn, O (Reprint Author), Offenburg Univ, Badstr 24, D-77652 Offenburg, Germany.
   Korn, Oliver, Offenburg Univ, Badstr 24, D-77652 Offenburg, Germany.
   Holt, Raymond, Univ Leeds, Woodhouse Lane, Leeds LS2 9JT, W Yorkshire, England.
   Kontopoulos, Efstratios, CERTH ITI, 6th Km Charilaou Thermi Rd, Thessaloniki 57001, Greece.
   Kappers, Astrid M. L., Vrije Univ Amsterdam, Van der Boechorststr 9, NL-1081 BT Amsterdam, Netherlands.
   Persson, Nils-Krister; Olson, Nasrine, Univ Boras, S-50190 Boras, Sweden.}},
DOI = {{10.1145/3197768.3201541}},
ISBN = {{978-1-4503-6390-7}},
Keywords = {{Deafblindness; Assistive Technologies; Haptics; Smart Textiles;
   Wearables; Visual Impairments; Hearing Impairment; Gamification}},
Keywords-Plus = {{TEXTILES}},
Research-Areas = {{Computer Science; Engineering}},
Web-of-Science-Categories  = {{Computer Science, Theory \& Methods; Engineering, Electrical \&
   Electronic}},
Author-Email = {{oliver.korn@acm.org
   R.J.Holt@leeds.ac.uk
   skontopo@iti.gr
   a.m.l.kappers@vu.nl
   Nils-Krister.Persson@hb.se
   Nasrine.Olson@hb.se}},
Funding-Acknowledgement = {{European UnionEuropean Union (EU) {[}780814]}},
Funding-Text = {{This paper is based on the SUITCEYES project proposal {[}46]. The
   SUITCEYES project has received funding from the European Union's Horizon
   2020 research and innovation programme under grant agreement No 780814.}},
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Number-of-Cited-References = {{43}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Doc-Delivery-Number = {{BN0ST}},
Unique-ID = {{ISI:000473401500092}},
OA = {{Bronze, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000471791200004,
Author = {Nelson, Kim Park},
Title = {{The Disability of Adoption: Adoptees in Disabling Societies}},
Journal = {{ADOPTION QUARTERLY}},
Year = {{2018}},
Volume = {{21}},
Number = {{4}},
Pages = {{288-306}},
Abstract = {{This article explores the common theoretical ground between disability
   studies and adoption studies and between the cultural positions of
   adoptees and disabled people. The author forwards the social model of
   disability, championed by impaired activists and scholars in the United
   Kingdom in the mid-1970s, as a basis for discussing socially disabling
   cultures and practices that affect adopted people. The social model
   posits that, while people may have varying levels of impairment, all
   disability is socially constructed within societies that only permit
   those with abilities considered ``normal{''} to access everyday
   experiences. In such societies, it is the impaired who are forced to
   adjust to the norms of society instead of society recognizing the needs
   of all people. The author applies the concept of the social model to
   adoption, theorizing how adoption practices and cultures disable adopted
   people by denying them access to and control over birth histories,
   cultures, and family relationships within discourses on the ``right to
   know{''} one's biological origins.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Nelson, KP (Reprint Author), Minnesota State Univ Moorhead, Hist Languages Crit Race \& Womens Studies, 1104 Seventh Ave S, Moorhead, MN 56563 USA.
   Nelson, Kim Park, Minnesota State Univ Moorhead, Moorhead, MN 56563 USA.}},
DOI = {{10.1080/10926755.2018.1526841}},
ISSN = {{1092-6755}},
EISSN = {{1544-452X}},
Keywords = {{Disability; adoptee cultures; birth search; kinship ties; transracial
   adoption}},
Keywords-Plus = {{SEARCH; FAMILIES}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{parknelson@mnstate.edu}},
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Number-of-Cited-References = {{51}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Adopt. Q.}},
Doc-Delivery-Number = {{ID6LY}},
Unique-ID = {{ISI:000471791200004}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000467456700028,
Author = {Aprilia, Imas Diana and Permana, Johar and Prihatin, Eka},
Editor = {{Komariah, A and Kurniatun, TC and Kurniady, DA and Anggorowati, R}},
Title = {{Life Skill Educational Management Based on Vocational for Students with
   Disabilities to be Ready for Work}},
Booktitle = {{PROCEEDINGS OF THE 2ND INTERNATIONAL CONFERENCE ON RESEARCH OF
   EDUCATIONAL ADMINISTRATION AND MANAGEMENT (ICREAM 2018)}},
Series = {{Advances in Social Science Education and Humanities Research}},
Year = {{2018}},
Volume = {{258}},
Pages = {{134-138}},
Note = {{2nd International Conference on Research of Educational Administration
   and Management (ICREAM), Bandung, INDONESIA, OCT 18, 2018}},
Abstract = {{Life skill development is very necessary to equip students to be able to
   live independently in the future, but there is no clear scheme regarding
   life skills education management, especially for students with
   disabilities. The purpose of this research was to develop a life skill
   education management model based on vocational for students with
   disabilities to be ready for work in the Business/ Industry. This type
   of research uses R \& D cycle from Borg \& Gall. Data collection was
   carried out through documentation studies, observations and in-depth
   interviews involving schools, PT Subang Autocomp Indonesia and parents
   of students and the validation of the research was conducted through
   Focus Group Discussion. The last, a limited trial was applied to two
   schools in Subang, namely SLB Waliwis Putih and SLBN Trituna. Research
   results shown that the management of life skills education for students
   with disabilities is arranged through (1) planning based on analysis and
   need assessment, (2) the implementation is carried out through school
   independence programs, basic training in training institutions and/or
   companies and internships in the Business/Industry world, (3) and
   evaluation is carried out through skills testing at school and the
   workplace by the Business/ Industry. The conclusion shown that the life
   skill education management model based on vocational that organized and
   synergistic can be equip students with disabilities for work. Therefore,
   this life skill education management model can be a solution in the
   development of life skills for students with disabilities.}},
Publisher = {{ATLANTIS PRESS}},
Address = {{29 AVENUE LAVMIERE, PARIS, 75019, FRANCE}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Aprilia, ID (Reprint Author), Univ Pendidikan Indonesia, Special Educ Program, Bandung, Indonesia.
   Aprilia, Imas Diana, Univ Pendidikan Indonesia, Special Educ Program, Bandung, Indonesia.
   Permana, Johar; Prihatin, Eka, Univ Pendidikan Indonesia, Educ Adm Program, Bandung, Indonesia.}},
ISSN = {{2352-5398}},
ISBN = {{978-94-6252-686-0}},
Keywords = {{life skills; vocational; disability students; management models}},
Keywords-Plus = {{PHYSICAL-DISABILITIES; PARTICIPATION; YOUTH}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{imasdiana@upi.edu
   permanajohar@yahoo.com
   ekaprihatin@upi.edu}},
Funding-Acknowledgement = {{Indonesian Education University Postgraduate School}},
Funding-Text = {{We thanks to all participants who contributed to their time and
   commitment to this research. Thank you also to the Indonesian Education
   University Postgraduate School for funding this research.}},
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Number-of-Cited-References = {{15}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BM6XC}},
Unique-ID = {{ISI:000467456700028}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000458872704138,
Author = {Chu, Fu-Jen and Xu, Ruinian and Zhang, Zhenxuan and Vela, Patricio A.
   and Ghovanloo, Maysam},
Editor = {{Maciejewski, AA and Okamura, A and Bicchi, A and Stachniss, C and Song, DZ and Lee, DH and Chaumette, F and Ding, H and Li, JS and Wen, J and Roberts, J and Masamune, K and Chong, NY and Amato, N and Tsagwarakis, N and Rocco, P and Asfour, T and Chung, WK and Yasuyoshi, Y and Sun, Y and Maciekeski, T and Althoefer, K and AndradeCetto, J and Chung, WK and Demircan, E and Dias, J and Fraisse, P and Gross, R and Harada, H and Hasegawa, Y and Hayashibe, M and Kiguchi, K and Kim, K and Kroeger, T and Li, Y and Ma, S and Mochiyama, H and Monje, CA and Rekleitis, I and Roberts, R and Stulp, F and Tsai, CHD and Zollo, L}},
Book-Author = {{Kosecka, J}},
Title = {{Hands-Free Assistive Manipulator Using Augmented Reality and Tongue
   Drive System}},
Booktitle = {{2018 IEEE/RSJ INTERNATIONAL CONFERENCE ON INTELLIGENT ROBOTS AND SYSTEMS
   (IROS)}},
Series = {{IEEE International Conference on Intelligent Robots and Systems}},
Year = {{2018}},
Pages = {{5463-5468}},
Note = {{25th IEEE/RSJ International Conference on Intelligent Robots and Systems
   (IROS), Madrid, SPAIN, OCT 01-05, 2018}},
Organization = {{IEEE Robot \& Automat Soc; IEEE Ind Elect Soc; Robot Soc Japan; Soc
   Instrument \& Control Engineers; New Technol Fdn; IEEE; Adept
   MobileRobots; Willow Garage; Aldebaran Robot; Natl Instruments;
   Reflexxes GmbH; Schunk Intec S L U; Univ Carlos III Madrid; BOSCH; JD
   COM; Pal Robot; KUKA; Santander; Squirrel AI Learning; Baidu; Generat
   Robots; KINOVA Robot; Ouster; Univ Pablo Olavide Sevilla; Rapyuta Robot;
   SICK; TOYOTA; UP; Amazon; ARGO; Built Robot; Disney Res; Easy Mile;
   Hitachi; Robot; Khalifa Univ; Magazino; MathWorks; New Dexterity;
   Schunk; nuTonomy; PILZ; Prophesee; Rootnik; Saga Robot; Shadow; Soft
   Bank Robot; Anyverse; GalTech; Generat Robot; IEEE CAA Journal
   Automatica Sinica; Sci Robot, AAAS; TERAS}},
Abstract = {{A human-in-the-loop system is proposed to enable hands-free
   collaborative manipulation for people with physical disabilities.
   Studies show that the cognitive burden of interfacing with a robotic
   assistant decreases with increased robot autonomy. Incorporating modern
   advances in perception with augmented reality, this paper describes a
   framework for obtaining high-level intents from the user to specify
   manipulation tasks for execution. Augmented reality glasses provide an
   egocentric perspective to the robot. The glasses also provide visual
   feedback to users on a virtual menu showing a summary of robot
   affordances. The system processes the vision input to interpret the
   users environment. A Tongue Drive System serves as the input modality
   for triggering task execution by the robotic arm. Several manipulation
   experiments are performed with comparison to Cartesian control. The
   outcomes are also compared to reported state-of-the-art approaches. The
   results demonstrate competitive performance with minimal user input
   requirements.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Chu, FJ (Reprint Author), Georgia Inst Technol, Inst Robot \& Intelligent Machines, Atlanta, GA 30332 USA.
   Chu, Fu-Jen; Xu, Ruinian; Zhang, Zhenxuan; Vela, Patricio A.; Ghovanloo, Maysam, Georgia Inst Technol, Inst Robot \& Intelligent Machines, Atlanta, GA 30332 USA.}},
ISSN = {{2153-0858}},
ISBN = {{978-1-5386-8094-0}},
Keywords-Plus = {{INTERFACE}},
Research-Areas = {{Computer Science; Robotics}},
Web-of-Science-Categories  = {{Computer Science, Artificial Intelligence; Computer Science, Information
   Systems; Robotics}},
Author-Email = {{fujenchu@gatech.edu
   gtsimonxu@gatech.edu
   james.zhang@gatech.edu
   pvela@gatech.edu
   mgh@gatech.edu}},
ResearcherID-Numbers = {{Ghovanloo, Maysam/O-3468-2019}},
ORCID-Numbers = {{Ghovanloo, Maysam/0000-0001-9502-3704}},
Cited-References = {{Ayala-Acevedo A, 2014, BIOMED CIRC SYST C, P161, DOI 10.1109/BioCAS.2014.6981670.
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Number-of-Cited-References = {{30}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Doc-Delivery-Number = {{BM0LT}},
Unique-ID = {{ISI:000458872704138}},
DA = {{2020-03-18}},
}

@article{ ISI:000459102100003,
Author = {Cakirtas, Onder},
Title = {{The Image of Narrative Prosthesis in McDonagh's The Pillowman: Normality
   vs. Psychopathology}},
Journal = {{LITERA-JOURNAL OF LANGUAGE LITERATURE AND CULTURE STUDIES}},
Year = {{2018}},
Volume = {{28}},
Number = {{1}},
Pages = {{33-51}},
Abstract = {{This study aims to examine The Pillowman-a noteworthy play written by
   the postmodern British playwright Martin McDonagh-in the context of the
   narrative prosthesis introduced by David Mitchel and Sharon Synder under
   the umbrella term `disability studies'. The study examines the
   characters in Mcdonagh's play in terms of their literary characteristics
   in relation to the concepts of'normalcy'and'disability'within disability
   studies. In this context, the study revolves around McDonagh's creation
   of `existential'aspects of'disabled'characters which has implications
   for the meaning of the play, the politics of the anomaly, and the
   narrative and disability relationship.The article explains the concept
   of narrative prosthesis as well as a number of interpretations on
   Critical Disability Studies, a current approach which is an intellectual
   and educational discipline studying the implication, nature, and
   consequences of disability as a cultural, social and literary construct.
   For this reason, this article tries to find out the applicability of the
   narrative prosthesis through the author-play relationship focusing on
   references from the play and related works. In this respect, this
   article will also examine McDonagh's play, which is enriched
   by'disabled'characters, in the lens of'cultural and literary
   investment'.}},
Publisher = {{ISTANBUL UNIV, FAC LETTERS}},
Address = {{ISTANBUL UNIV EDEBIYAT FAK BATI DILLERI EDEBIYATLARI BOLMU ORDU CAD NO
   6, ISTANBUL, 34134, TURKEY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cakirtas, O (Reprint Author), Bingol Univ, Fen Edebiyat Fak, Ingiliz Dili \& Edebiyati Bolumu, TR-12000 Merkez, Bingol, Turkey.
   Cakirtas, Onder, Bingol Univ, Fac Arts \& Sci, Dept English Language \& Literature, Bingol, Turkey.}},
DOI = {{10.26650/LITERA398079}},
ISSN = {{1304-0057}},
EISSN = {{2602-2117}},
Keywords = {{Martin McDonagh; The Pillowman; Narrative Prosthesis; Psychopathology;
   Normalcy}},
Research-Areas = {{Linguistics}},
Web-of-Science-Categories  = {{Language \& Linguistics}},
Author-Email = {{cakirtasonder@gmail.com}},
Cited-References = {{Barthes Roland., 1975, PLEASURE TEXT.
   Hall Alice, 2016, LIT DISABILITY.
   Higl A, 2012, PLAYING THE CANTERBURY TALES: THE CONTINUATIONS AND ADDITIONS, P1.
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   Snyder S., 2006, DISABILITY STUDIES R, P205.
   Titchkosky T, 2016, DISABIL CULT POLIT, P309.}},
Number-of-Cited-References = {{12}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Litera}},
Doc-Delivery-Number = {{HL9ZB}},
Unique-ID = {{ISI:000459102100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000459469500002,
Author = {Panisson, Gelson and Gesser, Marivete and Gomes, Marcela de Andrade},
Title = {{Contributions of the Disability Studies for the Psychologist's
   performance in the Brazilian Social Assistance Policy}},
Journal = {{QUADERNOS DE PSICOLOGIA}},
Year = {{2018}},
Volume = {{20}},
Number = {{3}},
Pages = {{221-234}},
Abstract = {{In this essay, we present contributions from Disability Studies to the
   construction of psychosocial practices aimed at guaranteeing human
   rights in Brazilian Social Assistance Policy. By addressing disability
   critically, among the contributions of this field of study to the
   practice of psychologists, we highlight: a) criticism of the biomedical
   model and the deconstruction of logics that produce exclusion of people
   who diverge from the normative standard; b) the understanding of
   disability as a category of analysis, based on an intersectional and
   political perspective; c) the criticism of ableism and its effects on
   the marginalization of people deviant from the ideal of normality; d)
   ethics of care and notions of dependence and interdependence as guiding
   principles of the Social Assistance Policy. It is considered the
   relevance of promoting psychosocial practices aimed at a perspective
   against the pathologization and discrimination of people with
   disabilities and with other expressions of social inequality.}},
Publisher = {{UNIV AUTONOMA BARCELONA, DEPT PSICOLOGIA SALUT}},
Address = {{DESPATX B5-016B, BELLATERRA, 08193, SPAIN}},
Type = {{Article}},
Language = {{Portuguese}},
Affiliation = {{Panisson, G (Reprint Author), Univ Fed Santa Catarina, Florianopolis, SC, Brazil.
   Panisson, Gelson; Gesser, Marivete; Gomes, Marcela de Andrade, Univ Fed Santa Catarina, Florianopolis, SC, Brazil.}},
DOI = {{10.5565/rev/qpsicologia.1458}},
ISSN = {{0211-3481}},
EISSN = {{2014-4520}},
Keywords = {{Disability Studies; Psychology; Social Assistance}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary}},
Author-Email = {{gpanisson@gmail.com
   mariveteg@gmail.com
   marceladeandradegomes@gmail.com}},
ResearcherID-Numbers = {{Gesser, Marivete/N-8593-2017}},
ORCID-Numbers = {{Gesser, Marivete/0000-0002-4091-9754}},
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Number-of-Cited-References = {{57}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Quad. Psicol.}},
Doc-Delivery-Number = {{HM4UE}},
Unique-ID = {{ISI:000459469500002}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000459228500003,
Author = {Krueger-Fuerhoff, Irmela Marei},
Title = {{Physical Borderline Experiences and `artificial Naturalness' in literary
   Texts on Parkinson's and deep Brain Stimulation (Helmut Dubiel, Ute
   Schmidt, Richard Wagner)}},
Journal = {{ZEITSCHRIFT FUR GERMANISTIK}},
Year = {{2018}},
Volume = {{28}},
Number = {{3}},
Pages = {{486-501}},
Abstract = {{Parkinson's disease and both its medical and surgical treatment -
   especially in the case of deep brain stimulation - lead to the
   questioning of bodily, psychic, and ethical boundaries. In particular,
   the experience of illness and different treatment regimes calls into
   question traditional dichotomies of the `natural' versus the `artificial
   / technical'. This paper discusses the metaphors and aesthetic
   strategies which three autobiographically based texts by Helmut Dubiel,
   Ute Schmidt and Richard Wagner use in order to narrate and reflect these
   boundaries and their transgression on both a personal and a cultural
   level.}},
Publisher = {{PETER LANG GMBH}},
Address = {{EUROPAISCHER VERLAG WISSENSCH JUPITERSTRASSE 15, CH-3000 BERN 15,
   SWITZERLAND}},
Type = {{Article}},
Language = {{German}},
Affiliation = {{Kruger-Furhoff, IM (Reprint Author), Free Univ Berlin, Inst Deutsch \& Niederland Philol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
   Krueger-Fuerhoff, Irmela Marei, Free Univ Berlin, Inst Deutsch \& Niederland Philol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.}},
DOI = {{10.3726/92162\_486}},
ISSN = {{0323-7982}},
Keywords = {{Disability Studies; Literatur und Medizin; Neuroprothetik; Parkinson;
   Pathographie; tiefe Hirnstimulation}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, German, Dutch, Scandinavian}},
Author-Email = {{i.krueger-fuerhoff@fu-berlin.de}},
Cited-References = {{Bell K, 2012, CULT MED PSYCHIAT, V36, P584, DOI 10.1007/s11013-012-9276-9.
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   SIMONDON Gilbert, 2012, EXISTENZWEISE TECHNI.
   WAGNER Richard, 2015, HERR PARKINSON.
   WAGNER Richard, 2017, POETOLOGIK SCHRIFTST, P82.
   ZIPFEL Frank, 2009, HDB LIT GATTUNGEN, P31.}},
Number-of-Cited-References = {{32}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Z. German.}},
Doc-Delivery-Number = {{HM1RA}},
Unique-ID = {{ISI:000459228500003}},
DA = {{2020-03-18}},
}

@article{ ISI:000456723700007,
Author = {Vaahtera, Touko and Lappalainen, Sirpa},
Title = {{Bodies of latent potential: abled imaginary and national belonging in
   Finnish cultural texts about swimming}},
Journal = {{PEDAGOGY CULTURE AND SOCIETY}},
Year = {{2018}},
Volume = {{26}},
Number = {{4}},
Pages = {{593-607}},
Abstract = {{Drawing on Foucauldian genealogy and the methodological approaches of
   cultural studies, the authors address the question of how assumptions of
   citizenship have functioned in Finnish cultural texts on swimming. The
   analysis is developed from texts from the early twentieth century to the
   present day. Based on a theoretical approach that combines the
   perspectives of disability studies and post colonialism, the article
   traces how the ability to swim has been articulated as a common
   objective, and as latent potential in everyone. It also shows how
   assumptions of appropriate behaviour in public pools function in a way
   that reinforces specific visions of Finnishness. These discussions are
   rearticulated, and an approach is proposed that encapsulates the
   functioning of `latent potential'. The authors further develop
   theorizations of ableism that facilitate specific investigation of its
   connections with orientalism.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vaahtera, T (Reprint Author), Univ Helsinki, Fac Educ Sci, Helsinki, Finland.
   Vaahtera, Touko; Lappalainen, Sirpa, Univ Helsinki, Fac Educ Sci, Helsinki, Finland.}},
DOI = {{10.1080/14681366.2018.1431689}},
ISSN = {{0965-9757}},
EISSN = {{1747-5104}},
Keywords = {{Cultural studies; orientalism; ableism; embodiment; citizenship;
   swimming training}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{touko.vaahtera@helsinki.fi}},
ORCID-Numbers = {{Lappalainen, Sirpa/0000-0002-1413-3037}},
Funding-Acknowledgement = {{Academy of FinlandAcademy of Finland {[}131548]; Faculty of Educational
   Sciences; Finnish Doctoral Programme in Education}},
Funding-Text = {{We would also like to thank the Academy of Finland {[}grant number
   131548], the Faculty of Educational Sciences, and the Finnish Doctoral
   Programme in Education for the funding that supported this work.}},
Cited-References = {{Aman R, 2013, PEDAGOG CULT SOC, V21, P279, DOI 10.1080/14681366.2012.759139.
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   Vaahtera E, 2016, SCAND J DISABIL RES, V18, P142, DOI 10.1080/15017419.2015.1063538.
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   Wendell S, 1996, REJECTED BODY FEMINI.
   Yuval-Davis N, 2011, POLITICS BELONGING I.}},
Number-of-Cited-References = {{45}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Pedagog. Cult. Soc.}},
Doc-Delivery-Number = {{HI8RN}},
Unique-ID = {{ISI:000456723700007}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000456401600006,
Author = {Kagnici, Gokhan},
Title = {{INSIGHTS FROM SUMERIAN MYTHOLOGY: THE MYTH OF ENKI AND NINMAH AND THE
   HISTORY OF DISABILITY}},
Journal = {{TARIH INCELEMELERI DERGISI}},
Year = {{2018}},
Volume = {{33}},
Number = {{2}},
Pages = {{429-450}},
Abstract = {{Research concerning disability or the history of disability is only
   recently emerging. It can be stated that disability studies in
   Assyriology are not yet at the desired level. As far as it is known, one
   of the most ancient texts, perhaps the first that included vital
   information about the history of disability in the Ancient Mesopotamia,
   is a Sumerian creation myth, dubbed Enki and Ninmah. This myth is
   important for the history of disability since, not only did it refer to
   certain disability types and illnesses but it also emphasized the social
   integration of the ill and disabled individuals. Providing proofs that
   disability was related to societal and cultural contexts, the text
   refuted the understanding, which prevailed for centuries and one that
   prevails in part even today, that disability concerned only medicine. In
   ancient Mesopotamian societies, disabled individuals were neither
   exterminated due to their disabilities and nor were they comprehensively
   discriminated against in society, political life and various mechanisms
   of production. On the contrary, they participated in different levels of
   the state's administrative system. Moreover, they did not always
   perceive congenital disabilities as divine punishment and did not
   associate it with a catastrophe. Disabilities were perceived as good or
   bad divine signs about daily life practices of human and thus as an
   indicator of welfare, abundance, prize, challenge, productivity, and
   solidarity. Including information about the societal fabric of the
   disability, Enki and Ninmah has a content that can contribute to the
   history of disability.}},
Publisher = {{EGE UNIV}},
Address = {{FAC AGRICULTURE, BORNOVA-IZMIR, 35100, TURKEY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kagnici, G (Reprint Author), Usak Univ, Dept Hist, Usak, Turkey.
   Kagnici, Gokhan, Usak Univ, Dept Hist, Usak, Turkey.}},
DOI = {{10.18513/egetid.502714}},
ISSN = {{0257-4152}},
Keywords = {{Enki and Ninmah; Disability; Illness; Disabled Individuals; Umul}},
Keywords-Plus = {{WOMEN}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{gokhan.kagnici@usak.edu.tr}},
Cited-References = {{Adali Adali Gorgfi Selim Ferruh, 2016, BABIL YARATILIS DEST.
   Agartan, TURKIYE KLINIKLERI J, V30, P457.
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   Karahashi F, 2016, STUD ANC NEAR EAST R, V13, P57.
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Number-of-Cited-References = {{58}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Tar. Incel. Derg.}},
Doc-Delivery-Number = {{HI4DP}},
Unique-ID = {{ISI:000456401600006}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000456147800004,
Author = {Slaton, Amy E. and Pawley, Alice L.},
Title = {{The Power and Politics of Engineering Education Research Design: Saving
   the `Small N'}},
Journal = {{ENGINEERING STUDIES}},
Year = {{2018}},
Volume = {{10}},
Number = {{2-3}},
Pages = {{133-157}},
Abstract = {{For decades, American researchers have brought intellectual, financial
   and labor resources to understanding minority underrepresentation in
   engineering, including through studies of persistent racial and gender
   discrimination in higher engineering education. This paper considers
   prevailing standards for legitimate and significant research in this
   area and the persistent stigma associated with the study of small
   populations. The preference among many engineering education research
   producers and consumers for the `large-n' brings with it presumptions
   about human differences including ideas of race, gender, disability and
   other categories by which subjects are customarily sorted for analytic
   purposes. This paper asks how such epistemic preferences enact power,
   showing how taxonomic inclinations may prevent incisive understanding of
   demographic privilege in U.S. higher technical education. We offer an
   illustrative contrast to such studies, describing a qualitative research
   project on underrepresented minorities in U.S. engineering schools,
   called `Learning from Small Numbers'. This project shows the analytic
   value of intersectional, Queer, and Disabilities Studies theories to
   interrogate inequity in engineering education. We argue that the
   reflexivity and indeterminacy supported by these theories illuminates
   the ruling relations of academic social sciences overall, while also
   reflecting on our own research preferences. There is no feature of an
   investigative project, including definitions of subject populations and
   choice of research methodology, that is not actively chosen by
   researchers, and it is the profound social consequences of these choices
   in equity-focused engineering education research that we want to
   consider.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Slaton, AE (Reprint Author), Drexel Univ, Dept Hist, Philadelphia, PA 19104 USA.
   Slaton, Amy E., Drexel Univ, Dept Hist, Philadelphia, PA 19104 USA.
   Purdue Univ, Sch Engn Educ, W Lafayette, IN 47907 USA.}},
DOI = {{10.1080/19378629.2018.1550785}},
ISSN = {{1937-8629}},
EISSN = {{1940-8374}},
Keywords = {{Diversity; engineering education; intersectionality; ontology;
   qualitative research; quantitative research}},
Keywords-Plus = {{MEDICAL-EDUCATION; INTERSECTIONALITY; DIVERSITY; COLOR; WOMEN; FIELD;
   WORK}},
Research-Areas = {{Education \& Educational Research; Engineering; History \& Philosophy of
   Science}},
Web-of-Science-Categories  = {{Education, Scientific Disciplines; Engineering, Multidisciplinary;
   History \& Philosophy Of Science}},
Author-Email = {{slatonae@drexel.edu}},
ResearcherID-Numbers = {{Pawley, Alice/A-2801-2011}},
ORCID-Numbers = {{Pawley, Alice/0000-0001-9117-4855}},
Funding-Acknowledgement = {{National Science Foundation, Division of Engineering Education and
   Centers {[}1055900]}},
Funding-Text = {{This work was supported by the National Science Foundation, Division of
   Engineering Education and Centers {[}grant number 1055900].}},
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Number-of-Cited-References = {{71}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Eng. Stud.}},
Doc-Delivery-Number = {{HI0QQ}},
Unique-ID = {{ISI:000456147800004}},
DA = {{2020-03-18}},
}

@article{ ISI:000456063200004,
Author = {Kwak, Aneta and Newman, Jeffrey},
Title = {{An accessibility-first approach to online course readers}},
Journal = {{REFERENCE SERVICES REVIEW}},
Year = {{2018}},
Volume = {{46}},
Number = {{3, SI}},
Pages = {{340-349}},
Abstract = {{Purpose - The purpose of this study was to develop a cost- and
   labor-efficient method for a small library to produce and deliver
   accessible course reading packages.
   Design/methodology/approach - Working with approximately 25 courses and
   instructors in the Fall 2017 semester - including courses in Equity
   Studies and Disability Studies - the authors produced an inventory of
   assigned readings and an assessment of the accessibility of scanned
   texts that were currently being used. Based on this initial inventory,
   they developed new workflows for providing accessible readings to
   students that overcame the most common shortcomings and deficiencies.
   Findings - This project established that it is possible for a small
   library to produce high-quality accessible course readings and that a
   PDF file is the most appropriate format for providing accessible scanned
   readings in an online course reader environment.
   Practical implications - This project developed a workflow for producing
   texts that are designed from the perspective of universal access - that
   is, all students can engage with these texts without requiring the
   intervention of accessibility-services-style departments.
   Originality/value - Canadian academic institutions are required to
   provide accessible texts upon request, a process which relies on
   students to identify required readings, sign up for specialized services
   and be comfortable disclosing and discussing their specialized needs.
   The process developed in this project builds upon a conception of
   equitable access as being a core principle and strives to create
   accessible readings as a default rather than as the result of an
   external request. This case study can be used as an example for
   institutions - especially small libraries - that are interested in
   developing a proactive approach to creating accessible readings and
   course packs.}},
Publisher = {{EMERALD GROUP PUBLISHING LTD}},
Address = {{HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kwak, A (Reprint Author), Univ Toronto, Toronto, ON, Canada.
   Kwak, Aneta; Newman, Jeffrey, Univ Toronto, Toronto, ON, Canada.}},
DOI = {{10.1108/RSR-04-2018-0046}},
ISSN = {{0090-7324}},
EISSN = {{2054-1716}},
Keywords = {{Library services; Accessibility; Case study; Accessible texts; Course
   reserves; Small libraries}},
Keywords-Plus = {{LIBRARY; JUSTICE}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
Author-Email = {{aneta.kwak@utoronto.ca}},
Cited-References = {{Accessibility Services University of Toronto, 2015, NEW REG.
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   W3C Web Accessibility Initiative, 2016, PDF TECHN WCAG 2 0.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Ref. Serv. Rev.}},
Doc-Delivery-Number = {{HH9MP}},
Unique-ID = {{ISI:000456063200004}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000455120000043,
Author = {Evgenyevna, Fomina Olga},
Editor = {{Ardashkin, IB and Martyushev, NV and Klyagin, SV and Barkova, EV and Massalimova, AR and Syrov, VN}},
Title = {{PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF DISABLED STUDENTS IN UNIVERSITY
   EDUCATIONAL AREA}},
Booktitle = {{INTERNATIONAL CONFERENCE ON RESEARCH PARADIGMS TRANSFORMATION IN SOCIAL
   SCIENCES (RPTSS 2017)}},
Series = {{European Proceedings of Social and Behavioural Sciences}},
Year = {{2018}},
Volume = {{35}},
Pages = {{368-373}},
Note = {{International Conference on Research Paradigms Transformation in Social
   Sciences (RPTSS), Tomsk Polytechn Univ, Tomsk, RUSSIA, MAY 18-21, 2017}},
Abstract = {{The urgency of the problem of the research is conditioned by the radical
   transformation of the entire system of modern education in Russia, which
   is connected with the development and implementation of the concept of
   inclusive education. Problem statement of the research is the study of
   the specifics, features and problems of inclusive education in modern
   higher education. The conduct of sociological research aimed at studying
   the attitudes of students with disabilities to psychological, social and
   everyday problems in education. The purpose of this research is the
   analysis of the process of psychological and pedagogical support of
   students with disabilities in the educational area of the university.
   The research of scientific literature is empirical research with the use
   of methods of questioning, interviewing, observation. The vast majority
   of students have positive attitude toward persons with disabilities;
   however a high percentage of negative and indifferent attitude towards
   people with disabilities. Students with disabilities noted that they
   need more attention from their teachers, and support and help from their
   fellow students. In summary, the author can say that a lot of people
   treat students with disabilities as ``second-class people{''}. The
   society should approach the decision of the problem ``disabled person is
   an individual{''} not from the position of a pity for some phenomenon of
   ``disabled person is outside society{''}, but from the position of
   fellowship, participation, assistance, co-creation. (C) 2018 Published
   by Future Academy www.FutureAcademy.org.UK}},
Publisher = {{FUTURE ACAD}},
Address = {{PO BOX 24333, NICOSIA, 1703, CYPRUS}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Evgenyevna, FO (Reprint Author), Vladimir State Univ, Orlovskaya St 23 Murom, Vladimir, Russia.
   Evgenyevna, Fomina Olga, Vladimir State Univ, Orlovskaya St 23 Murom, Vladimir, Russia.}},
DOI = {{10.15405/epsbs.2018.02.43}},
ISSN = {{2357-1330}},
Keywords = {{Students with disabilities; inclusive education; sociological research}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{olgazemskova@inbox.ru}},
Cited-References = {{Alekhina SV, 2014, PSYCHOL SCI ED, V1, P5.
   Masharova T. V, 2014, SYSTEM MODEL INTEGRA.
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   Yakovleva I. M, 2009, VESTNIK MGOPU P, V6, P140.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BL7JZ}},
Unique-ID = {{ISI:000455120000043}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000455580600001,
Author = {Ionescu, Arleen and Callus, Anne-Marie},
Title = {{Encounters between Disability Studies and Critical Trauma Studies:
   Introduction}},
Journal = {{WORD AND TEXT-A JOURNAL OF LITERARY STUDIES AND LINGUISTICS}},
Year = {{2018}},
Volume = {{8}},
Pages = {{5-34}},
Publisher = {{UNIV PETROL-GAZE PLOIESTI}},
Address = {{BD BUCURESTI 39, PLOIESTI, 100680, ROMANIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ionescu, A (Reprint Author), Shanghai Jiao Tong Univ, Shanghai, Peoples R China.
   Ionescu, Arleen, Shanghai Jiao Tong Univ, Shanghai, Peoples R China.
   Callus, Anne-Marie, Univ Malta, Msida, Malta.}},
ISSN = {{2069-9271}},
EISSN = {{2247-9163}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism}},
Author-Email = {{anionescu@sjtu.edu.cn
   anne-marie.callus@um.edu.mt}},
ORCID-Numbers = {{Callus, Anne-Marie/0000-0002-3505-3116}},
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   Young James, 2000, MEMORYS EDGE IMAGES.}},
Number-of-Cited-References = {{110}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Word Text}},
Doc-Delivery-Number = {{HH2WN}},
Unique-ID = {{ISI:000455580600001}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000455580600004,
Author = {Millett-Gallant, Ann},
Title = {{Mind and Body Transformations through Visual Art}},
Journal = {{WORD AND TEXT-A JOURNAL OF LITERARY STUDIES AND LINGUISTICS}},
Year = {{2018}},
Volume = {{8}},
Pages = {{61-76}},
Abstract = {{This essay narrates my experiences as a congenital amputee and survivor
   of traumatic brain injury (TBI) through analysis of artwork. With art
   history and art therapy, I have cathartically mediated conscious and
   corporeal loss. I will analyse key visual examples to illustrate my
   disability, trauma and mind/body transformations. The article maintains
   that trauma is not an isolated event, but a conscious, collective and
   dynamic phenomenon.}},
Publisher = {{UNIV PETROL-GAZE PLOIESTI}},
Address = {{BD BUCURESTI 39, PLOIESTI, 100680, ROMANIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Millett-Gallant, A (Reprint Author), Univ North Carolina Greensboro, Greensboro, NC 27412 USA.
   Millett-Gallant, Ann, Univ North Carolina Greensboro, Greensboro, NC 27412 USA.}},
ISSN = {{2069-9271}},
EISSN = {{2247-9163}},
Keywords = {{traumatic brain injury; congenital amputee; art therapy; modern and
   contemporary art; Disability Studies}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism}},
Author-Email = {{aemillet@uncg.edu}},
Cited-References = {{Caruth Cathy, 1996, UNCLAIMED EXPERIENCE.
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   Siebers Tobin, 2012, J LIT CULTURAL DISAB, V6, P234.
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   Solnit R, 2005, FIELD GUIDE GETTING.
   Solnit R., 2013, THE FARAWAY NEARBY.}},
Number-of-Cited-References = {{25}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Word Text}},
Doc-Delivery-Number = {{HH2WN}},
Unique-ID = {{ISI:000455580600004}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000455580600008,
Author = {Barnett, Josephine},
Title = {{Setting the Stage for Bridging Disability and Trauma Studies: Reclaiming
   Narrative in Amy and the Orphans}},
Journal = {{WORD AND TEXT-A JOURNAL OF LITERARY STUDIES AND LINGUISTICS}},
Year = {{2018}},
Volume = {{8}},
Pages = {{129-148}},
Abstract = {{Disability studies and critical trauma studies are both deeply concerned
   with the social construction of meaning and identity. However, these
   disciplines often remain mutually disengaged, inadvertently overlooking
   shared mechanisms of oppression that foster stigma. This article
   explores the novel depiction of disability and trauma in the play Amy
   and the Orphans by Lindsey Ferrentino. Amy, a character with Down
   Syndrome, challenges disability stereotypes by exercising autonomy; she
   is not solely defined by her disability or her experiences of abuse. The
   theatrical narrative is one of both disability and trauma, encouraging a
   nuanced reflection on the origins of stigma and revealing how theatre
   can be used as a tool of resistance to reclaim agency through
   performances that challenge conventional `disability' stereotypes.}},
Publisher = {{UNIV PETROL-GAZE PLOIESTI}},
Address = {{BD BUCURESTI 39, PLOIESTI, 100680, ROMANIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Barnett, J (Reprint Author), CUNY, Grad Ctr, New York, NY 10016 USA.
   Barnett, Josephine, CUNY, Grad Ctr, New York, NY 10016 USA.}},
ISSN = {{2069-9271}},
EISSN = {{2247-9163}},
Keywords = {{disability; trauma; representation; performance; narrative;
   intersectionality; Amy and the Orphans; Lindsey Ferrentino}},
Keywords-Plus = {{SOCIAL MODEL}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism}},
Author-Email = {{JBarnett@GradCenter.Cuny.edu}},
Cited-References = {{Alexander JC, 2004, CULTURAL TRAUMA AND COLLECTIVE IDENTITY, P1, DOI 10.1525/california/9780520235946.003.0001.
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   Zhang LL, 2013, COMMUN Q, V61, P319, DOI 10.1080/01463373.2013.776988.}},
Number-of-Cited-References = {{62}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Word Text}},
Doc-Delivery-Number = {{HH2WN}},
Unique-ID = {{ISI:000455580600008}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000455580600010,
Author = {Borg, Kurt},
Title = {{Narrating Disability, Trauma and Pain: The Doing and Undoing of the Self
   in Language}},
Journal = {{WORD AND TEXT-A JOURNAL OF LITERARY STUDIES AND LINGUISTICS}},
Year = {{2018}},
Volume = {{8}},
Pages = {{169-186}},
Abstract = {{This article analyses themes from Christina Crosby's disability memoir A
   Body, Undone: Living On after Great Pain through the philosophical works
   of Judith Butler. Both Crosby and Butler propose complementary ideas on
   corporeal vulnerability, the precariousness of life, relationality and
   interdependence. Crosby's memoir provides a critique of dominant
   disability discourses that affect the social formation and reception of
   disability narratives, such as narratives that unilaterally characterize
   disabled subjects as strong, resilient and autonomous while bracketing
   the traumatic dimension of disability out of the narrative. Crosby's
   book is discussed as a rich disability memoir that, while it firmly
   presents an account of living on, accounts for debilitating physical
   pain, the traumatic aspect of disability and the intense grief for lost
   bodily functions, abilities and life possibilities. Reflecting also on
   the socio-political character of disability narratives, the article
   considers how and why certain narratives can function critically and
   motivate a critical analysis of contemporary representations of disabled
   people. Approaching philosophically Crosby's memoir through Butler's
   work enables a wide-ranging consideration of topics found in the memoir
   such as the therapeutic nature of writing, narrative identity and its
   difficulties, the relations between disability studies and trauma
   theory, the political import of the personal and the ethico-political
   significance of interdependence.}},
Publisher = {{UNIV PETROL-GAZE PLOIESTI}},
Address = {{BD BUCURESTI 39, PLOIESTI, 100680, ROMANIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Borg, K (Reprint Author), Staffordshire Univ, Stoke On Trent, Staffs, England.
   Borg, Kurt, Staffordshire Univ, Stoke On Trent, Staffs, England.}},
ISSN = {{2069-9271}},
EISSN = {{2247-9163}},
Keywords = {{Christina Crosby; disability; grief interdependence; Judith Butler;
   narrative; pain; self; trauma}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism}},
Author-Email = {{kurt.borg@um.edu.mt}},
Cited-References = {{Adams R, 2017, J MED HUMANIT, V38, P39, DOI 10.1007/s10912-016-9421-5.
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Number-of-Cited-References = {{46}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Word Text}},
Doc-Delivery-Number = {{HH2WN}},
Unique-ID = {{ISI:000455580600010}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000455580600012,
Author = {Raynor, Sharon D.},
Title = {{The Double Consciousness and Disability Dilemma: Trauma and the African
   American Veteran}},
Journal = {{WORD AND TEXT-A JOURNAL OF LITERARY STUDIES AND LINGUISTICS}},
Year = {{2018}},
Volume = {{8}},
Pages = {{207-221}},
Abstract = {{Daniel Morrison and Monica Casper contend that disability studies and
   its cultural locations have been remarkably silent on matters of the
   traumatic origins of many disabilities, on the ongoing relationship
   between shocking events, their abrupt and chronic impact, and
   experiences of disability. This article explores how critical disability
   studies must intersect with critical trauma studies to address how the
   African American Vietnam war veterans who, traumatized and disabled by
   war and conflict, are further marginalized by societal constraints of
   race, class and gender. This essay focus on an understanding of W.E.B.
   DuBois's ideology of double-consciousness, critical race theory and
   cultural studies and how they can emphasize the intersection of war
   injury and disability with a tremendous regard for the lived racial,
   class and socio-economic oppressions that contributed to what military
   service and disabilities of the African American Vietnam veteran reveal
   about masculine identity.}},
Publisher = {{UNIV PETROL-GAZE PLOIESTI}},
Address = {{BD BUCURESTI 39, PLOIESTI, 100680, ROMANIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Raynor, SD (Reprint Author), Elizabeth City State Univ, Elizabeth City, NC 27909 USA.
   Raynor, Sharon D., Elizabeth City State Univ, Elizabeth City, NC 27909 USA.}},
ISSN = {{2069-9271}},
EISSN = {{2247-9163}},
Keywords = {{double consciousness; critical trauma studies; critical disability
   studies; Vietnam War; African American veteran; post-traumatic stress
   disorder; Veterans Administration}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism}},
Author-Email = {{sdraynor@ecsu.edu}},
Cited-References = {{{[}Anonymous], 1997, VFW MAGAZINE.
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Number-of-Cited-References = {{35}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Word Text}},
Doc-Delivery-Number = {{HH2WN}},
Unique-ID = {{ISI:000455580600012}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000455580600013,
Author = {Callus, Anne-Marie},
Title = {{Reading Disability in Literature and in Film}},
Journal = {{WORD AND TEXT-A JOURNAL OF LITERARY STUDIES AND LINGUISTICS}},
Year = {{2018}},
Volume = {{8}},
Pages = {{225-236}},
Abstract = {{This is a review-article of two major studies in disability studies, one
   edited collection, The Problem Body: Projecting Disability on Film,
   edited by Sally Chivers and Nicole Markotic and one authored volume,
   Aesthetic Nervousness: Disability and the Crisis of Representation by
   Ato Quayson.}},
Publisher = {{UNIV PETROL-GAZE PLOIESTI}},
Address = {{BD BUCURESTI 39, PLOIESTI, 100680, ROMANIA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Callus, AM (Reprint Author), Univ Malta, Msida, Malta.
   Callus, Anne-Marie, Univ Malta, Msida, Malta.}},
ISSN = {{2069-9271}},
EISSN = {{2247-9163}},
Keywords = {{disability; film; literature; Sally Chivers; Nicole Markotic; Ato
   Quayson}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism}},
Author-Email = {{anne-marie.callus@um.edu.mt}},
Cited-References = {{Brylla C, 2017, DOCUMENTARY DISABILI.
   Caspar Monica J., 2012, DISABILITY STUDIES Q, V32.
   Chivers Sally, 2010, PROBLEM BODY PROJECT.
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   Siebers Tobin., 2010, DISABILITY AESTHETIC.
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   United Nations Enable, FACT SHEET PERS DIS.}},
Number-of-Cited-References = {{16}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Word Text}},
Doc-Delivery-Number = {{HH2WN}},
Unique-ID = {{ISI:000455580600013}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000455178500017,
Author = {Bennett, Cynthia L. and Brady, Erin and Branham, Stacy M.},
Book-Group-Author = {{Assoc Comp Machinery}},
Title = {{Interdependence as a Frame for Assistive Technology Research and Design}},
Booktitle = {{ASSETS'18: PROCEEDINGS OF THE 20TH INTERNATIONAL ACM SIGACCESS
   CONFERENCE ON COMPUTERS AND ACCESSIBILITY}},
Year = {{2018}},
Pages = {{161-173}},
Note = {{20th ACM SIGACCESS International Conference on Computers and
   Accessibility (ASSETS), Galway, IRELAND, OCT 22-24, 2018}},
Organization = {{Assoc Comp Machinery; ACM SIGACCESS}},
Abstract = {{In this paper, we describe interdependence for assistive technology
   design, a frame developed to complement the traditional focus on
   independence in the Assistive Technology field. Interdependence
   emphasizes collaborative access and people with disabilities' important
   and often understated contribution in these efforts. We lay the
   foundation of this frame with literature from the academic discipline of
   Disability Studies and popular media contributed by contemporary
   disability justice activists. Then, drawing on cases from our own work,
   we show how the interdependence frame (1) synthesizes fmdings from a
   growing body of research in the Assistive Technology field and (2) helps
   us orient to additional technology design opportunities. We position
   interdependence as one possible orientation to, not a prescription for,
   research and design practice one that opens new design possibilities and
   affirms our commitment to equal access for people with disabilities.}},
Publisher = {{ASSOC COMPUTING MACHINERY}},
Address = {{1515 BROADWAY, NEW YORK, NY 10036-9998 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Bennett, CL (Reprint Author), Univ Washington, Seattle, WA 98195 USA.
   Bennett, Cynthia L., Univ Washington, Seattle, WA 98195 USA.
   Brady, Erin, Indiana Univ IUPUI, Indianapolis, IN USA.
   Branham, Stacy M., Univ Calif Irvine, Irvine, CA USA.}},
DOI = {{10.1145/3234695.3236348}},
ISBN = {{978-1-4503-5650-3}},
Keywords = {{Interdependence; assistive technology design}},
Research-Areas = {{Computer Science}},
Web-of-Science-Categories  = {{Computer Science, Hardware \& Architecture; Computer Science,
   Interdisciplinary Applications; Computer Science, Software Engineering}},
Author-Email = {{bennec3@uw.edu
   brady@iupui.edu
   sbranham@uci.edu}},
Funding-Acknowledgement = {{NSFNational Science Foundation (NSF) {[}DGE-1256082, IIS-1353312]}},
Funding-Text = {{We thank the participants from our three case studies for inspiring this
   paper, and Daniela Rosner and Alex Taylor for reviewing drafts. This
   work was supported by NSF grants \#DGE-1256082 and IIS-1353312.}},
Cited-References = {{Abdolrahmani A, 2017, PROCEEDINGS OF THE 2017 ACM SIGCHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS (CHI'17), P4158, DOI 10.1145/3025453.3025528.
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   Zyskowski K, 2015, PROCEEDINGS OF THE 2015 ACM INTERNATIONAL CONFERENCE ON COMPUTER-SUPPORTED COOPERATIVE WORK AND SOCIAL COMPUTING (CSCW'15), P1682, DOI 10.1145/2675133.2675158.}},
Number-of-Cited-References = {{62}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BL7LY}},
Unique-ID = {{ISI:000455178500017}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000455161000003,
Author = {Symeonidou, Simoni and Loizou, Eleni},
Title = {{Disability studies as a framework to design disability awareness
   programs: no need for `magic' to facilitate children's understanding}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{8}},
Pages = {{1234-1258}},
Abstract = {{This paper presents and critically discusses a disability awareness
   program that was addressed to non-disabled children aged between 6-8
   years old in Cyprus. The main aims were to explore how disability
   studies and anti-oppressive pedagogies could inform decisions on
   structured activities and materials to support children understand
   disability as condition of life, and recognize disabling practices.
   Artefacts from children's work and narratives are presented throughout
   the paper to inform decisions and choices in relation to the program.
   The discussion draws on international literature and critically
   examines: a. how disability feminists' focus on experiences of
   disability can have a central place in awareness raising programs, and
   can be further strengthened by a social model understanding of
   disability, b. the local context and the use of language as raised by
   postmodernists/poststructuralists, and c. the use of cartoons as a form
   of art that can help recognize and challenge dominant disability
   stereotypes.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Symeonidou, S (Reprint Author), Univ Cyprus, Dept Educ, Nicosia, Cyprus.
   Symeonidou, Simoni; Loizou, Eleni, Univ Cyprus, Dept Educ, Nicosia, Cyprus.}},
DOI = {{10.1080/09687599.2018.1488677}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability; disability studies; disability awareness programs; personal
   experience of disability; social model; cartoons}},
Keywords-Plus = {{INCLUSIVE EDUCATION; GREEK-CYPRIOT; CURRICULUM; POLICIES; WORKING;
   SCHOOL}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{symeonidou.simoni@ucy.ac.cy}},
Cited-References = {{Ainscow M, 2006, IMPROV LEARN TLRP, P1.
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Number-of-Cited-References = {{56}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HG7HJ}},
Unique-ID = {{ISI:000455161000003}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000455118100006,
Author = {Nishchyk, Anna and Chen, Weiqin},
Editor = {{Craddock, G and Doran, C and McNutt, L and Rice, D}},
Title = {{Integrating Universal Design and Accessibility into Computer Science
   Curricula - A Review of Literature and Practices in Europe}},
Booktitle = {{TRANSFORMING OUR WORLD THROUGH DESIGN, DIVERSITY AND EDUCATION}},
Series = {{Studies in Health Technology and Informatics}},
Year = {{2018}},
Volume = {{256}},
Pages = {{56-66}},
Note = {{Universal Design and Higher Education in Transformation Congress
   (UDHEIT), Dublin, IRELAND, OCT 30-NOV 02, 2018}},
Abstract = {{The absence of accessibility in many ICT systems and products indicates
   insufficient accessibility competence among designers, developers and
   project managers. Higher education institutions play an important role
   in raising awareness and competence and in preparing universal design
   and digital accessibility specialists. Although many universities are
   teaching accessibility as part of the biomedical, special education and
   disability studies programmes, few provide accessibility education in
   technical specialisations such as computer science. By combining
   literature review and manual search and inspection we aim at
   investigating the state of the art in integrating universal design and
   digital accessibility into the curricula of computer sciences-related
   programmes.}},
Publisher = {{IOS PRESS}},
Address = {{NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Chen, WQ (Reprint Author), Oslo Metropolitan Univ, Dept Comp Sci, POB 4 St Olavs Plass, NO-0130 Oslo, Norway.
   Nishchyk, Anna; Chen, Weiqin, Oslo Metropolitan Univ, Oslo, Norway.}},
DOI = {{10.3233/978-1-61499-923-2-56}},
ISSN = {{0926-9630}},
EISSN = {{1879-8365}},
ISBN = {{978-1-61499-923-2; 978-1-61499-922-5}},
Keywords = {{Universal design; accessibility; computer science; curricula}},
Research-Areas = {{Business \& Economics; Medical Informatics; Social Sciences - Other
   Topics}},
Web-of-Science-Categories  = {{Economics; Medical Informatics; Social Sciences, Interdisciplinary}},
Author-Email = {{Weiqin.chen@oslomet.no}},
Cited-References = {{Burgstahler S. E., 2010, UNIVERSAL DESIGN HIG.
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Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BL7JT}},
Unique-ID = {{ISI:000455118100006}},
DA = {{2020-03-18}},
}

@article{ ISI:000453432300007,
Author = {Toboso Martin, Mario},
Title = {{Functional diversity: towards a new paradigm in disability studies an
   disability policies}},
Journal = {{POLITICA Y SOCIEDAD}},
Year = {{2018}},
Volume = {{55}},
Number = {{3}},
Pages = {{783-804}},
Abstract = {{In this paper we propose the development of ``functional diversity
   paradigm{''} as a new approach applicable to the general theme of
   disability, both in its epistemic and political dimensions. Firstly, we
   carry out the re-evaluation of the currently dominant paradigm in
   Disability Studies, involving the hybridization of two explanatory
   models, the so-called ``medical model{''} and ``social model{''}. The
   aim of the new paradigm focus on the resolution of the explanatory
   anomalies of the aforementioned mixture of models and offer a new
   conceptual framework in the academic and political realms, in order to
   promote the conditions for a necessary change in relation to the social
   interpretation of disability. We propose that functional diversity
   paradigm brings together the following elements: diversity model related
   to Amartya Sen's capabilities and functionings approach, reintroduction
   of the body through bioethics, diversity ethics as a critical
   perspective against ableism, abandonment of ability through the
   elaboration of a notion of functioning according to the concept of
   functional diversity and the notion of functioning ecosystems. The
   reinterpretation of disability as a form of human diversity inspires the
   2006 UN Convention on the Rights of Persons with Disabilities, one of
   his general principles states: ``Respect for difference and acceptance
   of persons with disabilities as part of human diversity and
   humanity{''}.}},
Publisher = {{UNIV COMPLUTENSE MADRID, SERVICIO PUBLICACIONES}},
Address = {{CIUDAD UNIV, OBISPO TREJO 3, MADRID, 28040, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Martin, MT (Reprint Author), CSIC, Inst Filosofia, Madrid, Spain.
   Toboso Martin, Mario, CSIC, Inst Filosofia, Madrid, Spain.}},
DOI = {{10.5209/POSO.56717}},
ISSN = {{1130-8001}},
EISSN = {{1988-3129}},
Keywords = {{body; ableism; disability; functional diversity; functioning; diversity
   model; social model}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Political Science}},
Author-Email = {{mario.toboso@csic.es}},
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Number-of-Cited-References = {{58}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Politica Soc.}},
Doc-Delivery-Number = {{HE5OY}},
Unique-ID = {{ISI:000453432300007}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000454070500001,
Author = {Tavera, Stephanie Peebles},
Title = {{Her Body, Herland: Reproductive Health and Dis/topian Satire in
   Charlotte Perkins Gilman}},
Journal = {{UTOPIAN STUDIES}},
Year = {{2018}},
Volume = {{29}},
Number = {{1}},
Pages = {{1-20}},
Abstract = {{This article discusses Charlotte Perkins Gilman's Herland (1915) as a
   work of medical fiction and partial sex education manual that engages in
   conversation with various Progressive-era reproductive health
   discourses, especially scientific sex education theory and the birth
   control movement. Sex education at the fin de siecle often drew upon
   biological texts rather than anatomical or medical texts as a way to
   teach reproductive health during a period of censorship under Comstock
   Law. Gilman's use of satire rescripts this popular comparative biology
   approach to sex education by using entomology rather than plant or
   animal biology. Through satirical inversion, parthenogenesis functions
   as a defense for female body autonomy-or ``voluntary motherhood{''}-and
   access to birth control. Although Gilman was sincere in her feminist
   argument for basic reproductive rights, a feminist disability studies
   reading of satire in Herland reveals a eugenics approach that eliminates
   impaired or disabled bodies from utopia.}},
Publisher = {{PENN STATE UNIV PRESS}},
Address = {{820 NORTH UNIV DRIVE, U S B 1, STE C, UNIVERSITY PK, PA 16802 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Tavera, SP (Reprint Author), Univ Texas Arlington, Dept English, Arlington, TX 76019 USA.
   Tavera, Stephanie Peebles, Univ Texas Arlington, Dept English, Arlington, TX 76019 USA.}},
ISSN = {{1045-991X}},
EISSN = {{2154-9648}},
Keywords = {{parthenogenesis; eugenics; birth control; sex education; late
   nineteenth-and early twentieth-century utopian fiction}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
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Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Utop. Stud.}},
Doc-Delivery-Number = {{HF2ML}},
Unique-ID = {{ISI:000454070500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000417247900001,
Author = {Koller, Donna and Le Pouesard, Morgane and Rummens, Joanna Anneke},
Title = {{Defining Social Inclusion for Children with Disabilities: A Critical
   Literature Review}},
Journal = {{CHILDREN \& SOCIETY}},
Year = {{2018}},
Volume = {{32}},
Number = {{1}},
Pages = {{1-13}},
Month = {{JAN}},
Abstract = {{Social inclusion is a complex and often misunderstood concept. For
   children with disabilities, research has documented the degree of
   loneliness, bullying and exclusion they often experience in their social
   lives. This paper presents the findings of a critical literature review
   on the social inclusion of children with disabilities. Study methods
   comprised rigorous criteria for study selection followed by established
   protocols for evaluating studies. Reputable rating scales were used to
   examine peer-reviewed research published within the last 10 years.
   Fifty-four studies were analyzed for essential themes. Findings reflect
   a broad range of stakeholder perspectives and factors that promote or
   inhibit social inclusion, including child-specific variables as well as
   environmental influences. Additional research should focus on the
   perspectives and experiences of children in inclusive settings,
   particularly those with disabilities, as a means of safeguarding their
   future social and emotional well-being.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Koller, D (Reprint Author), Ryerson Univ, 350 Victoria St,KHS 363K, Toronto, ON M5B 2K3, Canada.
   Koller, Donna; Le Pouesard, Morgane, Ryerson Univ, 350 Victoria St,KHS 363K, Toronto, ON M5B 2K3, Canada.
   Rummens, Joanna Anneke, Univ Toronto, Toronto, ON, Canada.}},
DOI = {{10.1111/chso.12223}},
ISSN = {{0951-0605}},
EISSN = {{1099-0860}},
Keywords = {{children; disabilities; peers; social inclusion; social relationships;
   stigma}},
Keywords-Plus = {{AUTISM SPECTRUM DISORDERS; SPECIAL EDUCATIONAL-NEEDS; YOUNG-CHILDREN;
   ATTENDING MAINSTREAM; PHYSICAL-DISABILITY; PARTICIPATION; ATTITUDES;
   STUDENTS; PEOPLE; SCHOOL}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{dkoller@ryerson.ca}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council (SSHRC); Social Sciences
   and Humanities Research Council (SSHRC) {[}890-2013-0118]}},
Funding-Text = {{The authors gratefully acknowledge the participation of several
   individuals and community organisations including Nancy Hendy, Cathy
   Kerr, Susan Rowe and Margarita Isakov from Community Living Toronto, Dr.
   Kevin Stoddart from The Redpath Centre, Carrie Youdell from Ontario
   Early Years Centres and Frances Mendez-Barcelo from YWCA's Beatrice
   House. We also thank our co-investigators Dr. Jason Nolan and Dr. Sharon
   Hope Irwin for their support of the project, as well as the Social
   Sciences and Humanities Research Council (SSHRC) for their research
   grant. This research was funded by a grant from the Social Sciences and
   Humanities Research Council (SSHRC), grant no. 890-2013-0118.}},
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Number-of-Cited-References = {{80}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{35}},
Journal-ISO = {{Child. Soc.}},
Doc-Delivery-Number = {{FO9WE}},
Unique-ID = {{ISI:000417247900001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000417762000007,
Author = {Thomas, Carol and Milligan, Christine},
Title = {{Dementia, disability rights and disablism: understanding the social
   position of people living with dementia}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{1}},
Pages = {{115-131}},
Abstract = {{This article considers the recent history and consequences of
   positioning people living with dementia in the realms of disability,
   disablism and disability rights. The geo-political focus is the United
   Kingdom and neighbouring resource-rich nations in the Global North. The
   first section examines the growing trend of identifying dementia' with
   disability', a trend fuelled by the expansion of dementia-related
   activism and research. The second section focuses on how researchers who
   have published in Disability \& Society and other journals have applied
   the social model of disability to individuals living with dementia. The
   third section discusses three conceptual challenges that lie ahead for
   those who choose to research and theorise the dementia/disability
   connection. These challenges concern: theorising dementia as disability;
   understanding intersectionality in dementia contexts; and understanding
   abuse' in dementia contexts.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Thomas, C (Reprint Author), Univ Lancaster, Div Hlth Res, Lancaster, England.
   Thomas, Carol; Milligan, Christine, Univ Lancaster, Div Hlth Res, Lancaster, England.}},
DOI = {{10.1080/09687599.2017.1379952}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability; dementia; disability rights; disability studies theory}},
Keywords-Plus = {{AGING IN-PLACE; ALZHEIMERS-DISEASE; CARE; HEALTH; ABUSE; NEEDS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{C.Thomas@lancaster.ac.uk}},
ORCID-Numbers = {{Thomas, Carol/0000-0003-4188-9224}},
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Number-of-Cited-References = {{85}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FP6UM}},
Unique-ID = {{ISI:000417762000007}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000429473400001,
Author = {Williams, Val and Tarleton, Beth and Heslop, Pauline and Porter, Sue and
   Sass, Bernd and Blue, Stanley and Merchant, Wendy and Mason-Angelow,
   Victoria},
Title = {{Understanding disabling barriers: a fruitful partnership between
   Disability Studies and social practices?}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{2}},
Pages = {{157-174}},
Abstract = {{Disabled people are regularly denied their human rights, since policies
   and laws are hard to translate literally into practice. This article
   aims to make connections between social practice theories and Disability
   Studies, in order to understand the problems faced by disabled people,
   using different methods to look in detail at how practices are shaped
   and how disabled people get excluded. Disabled people are active agents
   in making change, both informally on an everyday basis and through
   formal actions. Thus we also suggest that the insights of disabled
   people could bring a fresh perspective to social practice theories, by
   troubling the taken-for-granted in our everyday lives.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Williams, V (Reprint Author), Univ Bristol, Sch Policy Studies, Norah Fry Ctr Disabil Studies, Bristol, Avon, England.
   Williams, Val; Tarleton, Beth; Heslop, Pauline; Porter, Sue; Merchant, Wendy; Mason-Angelow, Victoria, Univ Bristol, Sch Policy Studies, Norah Fry Ctr Disabil Studies, Bristol, Avon, England.
   Sass, Bernd, Disabil Rights UK, London, England.
   Blue, Stanley, Univ Lancaster, Dept Sociol, Lancaster, England.}},
DOI = {{10.1080/09687599.2017.1401527}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Social practice theory; disability theories; disabling barriers; change;
   co-production; disabled students; personal assistants}},
Keywords-Plus = {{INTELLECTUAL DISABILITIES; REFLECTIONS; RIGHTS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{val.williams@bristol.ac.uk}},
ORCID-Numbers = {{Tarleton, Beth/0000-0003-1289-8818}},
Funding-Acknowledgement = {{Economic and Social Science Research Council (ESRC)Economic \& Social
   Research Council (ESRC) {[}ES/M008339/1]}},
Funding-Text = {{The research is funded by a grant from the Economic and Social Science
   Research Council (ESRC) {[}grant number ES/M008339/1].}},
Cited-References = {{Abbott D, 2013, J INTELL DISABIL RES, V57, P1079, DOI 10.1111/j.1365-2788.2012.01642.x.
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Number-of-Cited-References = {{48}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{GC0NG}},
Unique-ID = {{ISI:000429473400001}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000451993000001,
Author = {Schwartz, Michael A. and Elder, Brent C.},
Title = {{Deaf access to justice in Northern Ireland: rethinking ``Reasonable
   Adjustment' in the Disability Discrimination Act}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{7}},
Pages = {{1003-1024}},
Abstract = {{This article provides findings of a qualitative study exploring the
   interactions of eight Deaf participants and one hearing ally with the
   justice system in Northern Ireland, where the Disability Discrimination
   Act requires solicitors to make reasonable adjustments' in order to
   provide effective access to Deaf clients. Three thematic categories
   emerged: (a) barriers to accessing justice, (b) work Deaf people do for
   access, and (c) the need to educate solicitors about access. A central
   strain ran through these themes: the idea that reasonable adjustment'
   must reflect the value of sign language interpreters in facilitating
   effective communication access for all the parties.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Schwartz, MA (Reprint Author), Syracuse Univ, Coll Law, Syracuse, NY 13210 USA.
   Elder, BC (Reprint Author), Rowan Univ, Dept Interdisciplinary \& Inclus Educ, Glassboro, NJ 08028 USA.
   Schwartz, Michael A., Syracuse Univ, Coll Law, Syracuse, NY 13210 USA.
   Elder, Brent C., Rowan Univ, Dept Interdisciplinary \& Inclus Educ, Glassboro, NJ 08028 USA.}},
DOI = {{10.1080/09687599.2018.1478801}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{United Nations Convention on the Rights of Persons with Disabilities
   (UNCRPD); Disability Discrimination Act (DDA); access to justice;
   effective communication access; reasonable adjustment; disability
   studies}},
Keywords-Plus = {{COMMUNITY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{maschw01@law.syr.edu
   elderb@rowan.edu}},
Funding-Acknowledgement = {{Syracuse University Small Scale Funds Award; Syracuse University Burstyn
   Endowed Fund for Collaborative Research Competition}},
Funding-Text = {{Syracuse University Small Scale Funds Award; Syracuse University Burstyn
   Endowed Fund for Collaborative Research Competition.}},
Cited-References = {{Abberley P., 1996, DISABILITY SOC EMERG.
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Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HC7PF}},
Unique-ID = {{ISI:000451993000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000451993000004,
Author = {Bialka, Christa S. and Morro, Danielle},
Title = {{``It didn't come up on my radar': an examination of students'
   orientation toward disability justice in the US}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{7}},
Pages = {{1061-1086}},
Abstract = {{While social justice is a well-recognized concept, it is less frequently
   examined through the lens of disability. In order to address existing
   gaps within social justice education, this qualitative case study
   investigates how participation in a semester-long Introduction to
   Disability Studies (IDS) course affected students' orientation toward
   disability justice, or the conception of disability as an issue of
   social justice. The framework underpinning this research merges
   Cipolle's theory of critical consciousness development with
   disability-based constructs. Findings reveal that participation in IDS
   allowed participants to develop an awareness of their ability privilege,
   understand the experiences of peers with disabilities, increase their
   social awareness of disability, and consider their work as disability
   allies. This article concludes with recommendations for social justice
   educators who are interested in applying disability justice practices.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bialka, CS (Reprint Author), Villanova Univ, Dept Educ \& Counseling, Villanova, PA 19085 USA.
   Bialka, Christa S., Villanova Univ, Dept Educ \& Counseling, Villanova, PA 19085 USA.
   Morro, Danielle, Drexel Hill Middle Sch, Drexel Hill, PA USA.}},
DOI = {{10.1080/09687599.2018.1476223}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability; ableism; service-learning; social justice; critical
   consciousness}},
Keywords-Plus = {{ABLEISM; EDUCATION; DESIGN}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{christa.bialka@villanova.edu}},
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Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HC7PF}},
Unique-ID = {{ISI:000451993000004}},
DA = {{2020-03-18}},
}

@article{ ISI:000451993000007,
Author = {Mitchell, Jennifer and Lashewicz, Bonnie},
Title = {{Quirky kids: fathers' stories of embracing diversity and dismantling
   expectations for normative play with their children with autism spectrum
   disorder}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{7}},
Pages = {{1120-1137}},
Abstract = {{Anchored in critical disability studies, we used a narrative methodology
   to study fathers' stories of play interactions with their children with
   autism spectrum disorder (ASD). Three narratives convey how father-child
   interactions unfold and how patterns of interaction respond to, redefine
   and resist societal norms. Narratives of action demonstrate fathers'
   responses to societal norms, while narratives of adjustment depict how
   fathers have redefined expectations of their children in the context of
   play. Narratives of acceptance demonstrate fathers' attunement to, and
   acceptance of, their children's preferred play interests and a
   resistance to play norms. We argue that fathers' stories represent a
   step towards emancipating play for children with ASD in that fathers'
   appreciation of their children's quirky play accentuates the relational
   and social capabilities of children, thus countering deficit
   interpretations of the abilities of children with autism more broadly.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mitchell, J (Reprint Author), Cumming Sch Med, Dept Community Hlth Sci, Community Rehabil \& Disabil Studies, Calgary, AB, Canada.
   Mitchell, Jennifer; Lashewicz, Bonnie, Cumming Sch Med, Dept Community Hlth Sci, Community Rehabil \& Disabil Studies, Calgary, AB, Canada.}},
DOI = {{10.1080/09687599.2018.1474087}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Fathering; autism spectrum disorder; play; critical disability studies;
   narrative}},
Keywords-Plus = {{YOUNG-PEOPLE; EXERCISE PSYCHOLOGY; DISABILITY; PERCEPTIONS; EXPERIENCES;
   ATTENTION; PARENTS; BODIES; SPACES; SPORT}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{mitchj@ucalgary.ca}},
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   Walker Nick, 2012, LOUD HANDS AUTISTIC, P225.
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   Winter-Messiers MA, 2007, REM SPEC EDUC, V28, P140, DOI 10.1177/07419325070280030301.
   Wolfberg P. J., 2009, PLAY IMAGINATION CHI.}},
Number-of-Cited-References = {{64}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{HC7PF}},
Unique-ID = {{ISI:000451993000007}},
DA = {{2020-03-18}},
}

@article{ ISI:000452703100009,
Author = {Pandya, Jessica Zacher and Hansuvadha, Nat and Pagdilao, Kathleah Allene
   Consul},
Title = {{Digital literacies through an intersectional lens: the case of Javier}},
Journal = {{ENGLISH TEACHING-PRACTICE AND CRITIQUE}},
Year = {{2018}},
Volume = {{17}},
Number = {{4}},
Pages = {{387-399}},
Abstract = {{Purpose The purpose of this paper is to examine, through an
   intersectional lens, how digital video composing can be an act of
   redistributive social justice for students with learning disabilities.
   Design/methodology/approach The authors draw on two years' worth of
   observation, interview, survey and digital video data to present a case
   study of Javier (all names are pseudonyms), a Latinx English Learner
   with several learning disabilities. The authors worked with him, making
   digital videos in a general education classroom as part of a larger
   design-based study. The authors describe how he made meaning in various
   modes, across modes, and how his intersectional identities inflected his
   meaning-making and were visible in his video artifacts.
   Findings Javier was an able digital composer, made meaning across modes
   and was attentive to audience. His videos offer a portrait of a child
   with learning disabilities navigating his complex cultural worlds.
   Research limitations/implications This is a single case study built to
   bridge multiple theoretical and disciplinary backgrounds. Javier was
   able to compose semiotically powerful messages with socially powerful
   digital tools.
   Originality/value The authors argue that the use of such tools is a
   chance for redistributive social justice. Children traditionally
   underserved by innovations in digital making should not be left out.}},
Publisher = {{EMERALD GROUP PUBLISHING LTD}},
Address = {{HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pandya, JZ (Reprint Author), Calif State Univ Long Beach, Dept Liberal Studies, Long Beach, CA 90840 USA.
   Pandya, Jessica Zacher; Hansuvadha, Nat, Calif State Univ Long Beach, Dept Liberal Studies, Long Beach, CA 90840 USA.
   Pagdilao, Kathleah Allene Consul, Calif Conf Equal \& Justice, Long Beach, CA USA.}},
DOI = {{10.1108/ETPC-11-2017-0158}},
ISSN = {{1175-8708}},
Keywords = {{Digital literacy; Intersectionality; Learning disabilities; Literacy and
   identity; English learners; Disability studies}},
Keywords-Plus = {{UNIVERSAL DESIGN; DISABILITY; RACE; LANGUAGE; STUDENTS; INTERVENTION;
   EDUCATION; PEDAGOGY; GENDER}},
Research-Areas = {{Education \& Educational Research; Linguistics}},
Web-of-Science-Categories  = {{Education \& Educational Research; Linguistics; Language \& Linguistics}},
Author-Email = {{Jessica.Pandya@csulb.edu}},
ORCID-Numbers = {{Pandya, Jessica/0000-0001-7125-4006}},
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Number-of-Cited-References = {{60}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Eng. Tech-Prat. Crit.}},
Doc-Delivery-Number = {{HD7AV}},
Unique-ID = {{ISI:000452703100009}},
DA = {{2020-03-18}},
}

@article{ ISI:000433307800003,
Author = {Lambert, David C. and Dryer, Rachel},
Title = {{Quality of Life of Higher Education Students with Learning Disability
   Studying Online}},
Journal = {{INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}},
Year = {{2018}},
Volume = {{65}},
Number = {{4}},
Pages = {{393-407}},
Abstract = {{This study examined how learning challenges encountered within online
   learning environments affected the quality of life of students with
   learning disability. A qualitative content analysis of semi-structured
   interviews conducted with eight students (mean (age)=33.75years;
   SD=8.15), revealed that learning challenges had consequences on students
   quality of life with regards to levels of stress/anxiety, self-esteem,
   time available for other activities, personal relationships and
   financial pressures. A notable finding was that these quality of life
   concerns were frequently associated with the extra time and effort
   students invested in their studies as a way of managing the learning
   challenges encountered. The findings of this study provide valuable
   insights into the higher levels of anxiety and lower levels of
   self-esteem previously reported for students with learning disability;
   and underscore the importance of minimising learning barriers, providing
   study accommodations, and providing multifaceted support programmes that
   address both academic and emotional/personal concerns.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dryer, R (Reprint Author), Charles Sturt Univ, Sch Psychol, Bathurst, NSW, Australia.
   Lambert, David C.; Dryer, Rachel, Charles Sturt Univ, Sch Psychol, Bathurst, NSW, Australia.}},
DOI = {{10.1080/1034912X.2017.1410876}},
ISSN = {{1034-912X}},
EISSN = {{1465-346X}},
Keywords = {{Barriers to learning; distance education; higher education; learning
   disability; online education; online learning; quality of life;
   qualitative content analysis; online learning}},
Keywords-Plus = {{UNIVERSITY-STUDENTS; DYSLEXIC STUDENTS; ANXIETY; HEALTH}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{rdryer@csu.edu.au}},
ORCID-Numbers = {{Dryer, Rachel/0000-0002-6607-1712}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Int. J. Disabil. Dev. Educ.}},
Doc-Delivery-Number = {{GH3MX}},
Unique-ID = {{ISI:000433307800003}},
DA = {{2020-03-18}},
}

@article{ ISI:000430487100005,
Author = {Armila, Paivi and Rannikko, Anni and Torvinen, Pasi},
Title = {{Young people with intellectual disabilities and sport as a leisure
   activity: notions from the Finnish welfare society}},
Journal = {{LEISURE STUDIES}},
Year = {{2018}},
Volume = {{37}},
Number = {{3}},
Pages = {{295-306}},
Abstract = {{Although disability sports have recently received positive attention,
   little concern has been directed towards them in youth research. In this
   article, we discuss the free-time sports in which youth with
   intellectual disabilities engage as a part of their leisure and their
   association with their peers. We maintain that every young person has a
   principal right to leisure and question what kinds of access youth with
   intellectual disabilities have to local sports communities in the
   Finnish context. Our empirical data consist of notes collected during
   sports training; interviews with young sports participants, their
   supervisors, and their parents; and online survey responses. Almost all
   sports are equally accessible to everyone; however, practical engagement
   in sports is not equally easy for everyone because long distances, lack
   of transportation, unsuitable sporting occasions and teams, or incapable
   coaches limit individuals' participation possibilities. Furthermore,
   symbolic structures, such as neglectful attitudes, restrict the
   visibility of youth with intellectual disabilities in leisure sports. In
   many ways, supporting networks become significant when access to sport
   is under scrutiny. The most important enabling and restricting factors
   are families' symbolic and material capital, as well as the unequal,
   poorly guided, and occasional leisure possibilities in different
   localities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rannikko, A (Reprint Author), Univ Eastern Finland, Dept Social Sci, Joensuu, Finland.
   Armila, Paivi; Rannikko, Anni; Torvinen, Pasi, Univ Eastern Finland, Dept Social Sci, Joensuu, Finland.}},
DOI = {{10.1080/02614367.2017.1397184}},
ISSN = {{0261-4367}},
EISSN = {{1466-4496}},
Keywords = {{Disability sport; disability studies; participation; peer relations;
   youth studies}},
Keywords-Plus = {{YOUTH}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism}},
Author-Email = {{anni.rannikko@uef.fi}},
Cited-References = {{Aarresola O., 2016, THESIS.
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Number-of-Cited-References = {{35}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Leis. Stud.}},
Doc-Delivery-Number = {{GD4QG}},
Unique-ID = {{ISI:000430487100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000430866600004,
Author = {Bertills, Karin and Granlund, Mats and Dahlstrom, Orjan and Augustine,
   Lilly},
Title = {{Relationships between physical education (PE) teaching and student
   self-efficacy, aptitude to participate in PE and functional skills: with
   a special focus on students with disabilities}},
Journal = {{PHYSICAL EDUCATION AND SPORT PEDAGOGY}},
Year = {{2018}},
Volume = {{23}},
Number = {{4}},
Pages = {{387-401}},
Abstract = {{Background: Students with disability show an increasing incidence of
   school failure. Quality teaching and appropriate support may foster high
   self-efficacy, a predictive factor for successful school outcomes.
   Physical Education (PE) can provide students with a context in which
   self-efficacy and participation are promoted leading to improved
   academic achievement. The transition into secondary school can be
   challenging for many students with increased educational demands,
   developmental changes and individual social identification coinciding. A
   disability may add to the challenge of success.Methods: Three groups of
   students, aged 13 years and enrolled in Swedish mainstream schools were
   targeted (n=439). Groups included students with 1.A diagnosed
   disability, 2.Low grades in PE (D-F) and 3.High grades (A-C) in PE.
   Questionnaires were collected and analyzed from 30/439 students with a
   diagnosed disability (physical, neuro-developmental and intellectual)
   from 26 classes, their classmates and their PE-teachers (n=25).
   Relationships between student self-reports and PE-teachers' self-ratings
   were investigated. Also examined was the potential to which students'
   functional skills could predict elevated general school self-efficacy,
   PE specific self-efficacy and aptitude to participate in PE. Results
   were compared with the total sample and between the three target groups
   (n=121).Results: For students with disabilities, better self-rated
   teaching skills were related to lower student perceived general school
   self-efficacy, PE specific self-efficacy and aptitude to participate in
   PE. The impact of classroom climate in PE was more obvious among
   students with disabilities. Perceived functional skills were associated
   with elevated general school self-efficacy, PE specific self-efficacy
   and aptitude to participate in PE. Better socio-cognitive functional
   skills had an overall positive effect on all outcomes. Students with
   disabilities reported results similar to the total sample, the D-F group
   scored lower and the A-C group higher than the total sample and the
   disability group. Elevated self-efficacy in PE is six times less
   probable in students with disabilities, compared to the A-C
   group.Conclusions: Our findings that better teacher planning and grading
   skills, are detrimental to students disadvantaged by disability is
   contradictive. Improving the establishment and communication of adapted
   learning standards at the transition to secondary school is a crucial
   and a predictive factor for promoting positive school experiences for
   students with disability. Students with disabilities need to be assured
   that the intended learning outcomes can be reached by doing activities
   differently than their typically functioning peers. Consideration of
   class composition is suggested as a means of promoting a positive
   learning climate, which would particularly benefit students with
   disabilities. Allocation of resources to support student socio-cognitive
   skills would improve experiences for the D-F group and likely promote a
   positive learning environment.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bertills, K (Reprint Author), Jonkoping Univ, Sch Educ \& Commun, Box 1026, S-55111 Jonkoping, Sweden.
   Bertills, Karin, Jonkoping Univ, Sch Educ \& Commun, Box 1026, S-55111 Jonkoping, Sweden.
   Granlund, Mats, Jonkoping Univ, Sch Hlth \& Welf, Jonkoping, Sweden.
   Dahlstrom, Orjan, Linkoping Univ, Disabil Res Div, Dept Behav Sci \& Learning, Linkoping, Sweden.
   Augustine, Lilly, Kristianstad Univ, Sch Educ \& Environm, Kristianstad, Sweden.}},
DOI = {{10.1080/17408989.2018.1441394}},
ISSN = {{1740-8989}},
EISSN = {{1742-5786}},
Keywords = {{Teaching skills; self-efficacy; disability; participation; physical
   education}},
Keywords-Plus = {{EARLY ADOLESCENTS; CHILDREN; EXPERIENCES; NEEDS; PERSPECTIVES;
   ACHIEVEMENT; ENGAGEMENT; MOTIVATION; CLASSROOM; SPORT}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{karin.bertills@ju.se}},
ResearcherID-Numbers = {{Bertills, Karin/AAE-3408-2020
   }},
ORCID-Numbers = {{Bertills, Karin/0000-0002-6971-9430
   Augustine, Lilly/0000-0003-4079-8902}},
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Number-of-Cited-References = {{73}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Phys. Educ. Sport Pedag.}},
Doc-Delivery-Number = {{GD9XP}},
Unique-ID = {{ISI:000430866600004}},
OA = {{Green Published, Bronze, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000417873500004,
Author = {Teachman, Gail and McDonough, Peggy and Macarthur, Colin and Gibson,
   Barbara E.},
Title = {{A Critical Dialogical Methodology for Conducting Research With Disabled
   Youth Who Use Augmentative and Alternative Communication}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2018}},
Volume = {{24}},
Number = {{1, SI}},
Pages = {{35-44}},
Month = {{JAN}},
Abstract = {{In this article, we present a theoretical examination of communication
   difference in the context of a critical qualitative study that explored
   inclusion with disabled youth who use augmentative and alternative
   communication (AAC). Drawing on Mikhail Bakhtin's dialogism, we
   articulate a novel critical dialogical methodology developed to rethink
   dominant understandings of voice, authenticity, and the autonomous
   participant. Case examples illustrate how the methodology surfaced
   normative value judgments that tacitly deem some kinds of interview talk
   more valid than others. The approach helped recognize the agency of
   disabled youth as they worked to make sense of inclusion and its
   effects.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Teachman, G (Reprint Author), 155 Princess Ave, Toronto, ON M2N 3R8, Canada.
   Teachman, Gail, McGill Univ, Montreal, PQ, Canada.
   McDonough, Peggy, Univ Toronto, Dalla Lana Sch Publ Hlth, Social \& Behav Sci, Toronto, ON, Canada.
   Macarthur, Colin, Univ Toronto, Dept Paediat, Toronto, ON, Canada.
   Macarthur, Colin, Univ Toronto, Dept Hlth Policy Management \& Evaluat, Toronto, ON, Canada.
   Gibson, Barbara E., Univ Toronto, Dept Phys Therapy, Toronto, ON, Canada.}},
DOI = {{10.1177/1077800417727763}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability studies; interviewing; methodologies; new methods \&
   methodologies; dialogism}},
Keywords-Plus = {{INTERVIEWS; PEOPLE; CHILDREN; PARTICIPATION; DIFFICULTIES; IMPAIRMENT;
   ISSUES; SPACES; VOICE}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{gail.teachman@mail.mcgill.ca}},
ResearcherID-Numbers = {{Gibson, Barbara E/E-3797-2013
   }},
ORCID-Numbers = {{Gibson, Barbara E/0000-0003-0429-8679
   Teachman, Gail/0000-0003-1892-5792}},
Funding-Acknowledgement = {{Canadian Occupational Therapy Foundation}},
Funding-Text = {{The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This research
   was funded by a grant from the Canadian Occupational Therapy Foundation.}},
Cited-References = {{Ashby C. E, 2011, DISABILITY STUDIES Q, V31, DOI {[}10.18061/dsq.v31i4.1723, DOI 10.18061/DSQ.V31I4.1723].
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Number-of-Cited-References = {{48}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{FP8EO}},
Unique-ID = {{ISI:000417873500004}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000452425200001,
Author = {Van Hove, Geert and Schippers, Alice and Bakker, Minne},
Title = {{Editorial: Students with Disabilities in Higher Education}},
Journal = {{SOCIAL INCLUSION}},
Year = {{2018}},
Volume = {{6}},
Number = {{4}},
Pages = {{103-106}},
Abstract = {{This editorial will at first present the thirteen different articles
   published in the issue. On a second level, we will focus on
   ``overarching themes{''}. Those themes should be understood as links
   between the different articles in this volume.}},
Publisher = {{COGITATIO PRESS}},
Address = {{RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Van Hove, G (Reprint Author), Univ Ghent, Dept Special Needs Educ, B-9000 Ghent, Belgium.
   Van Hove, G (Reprint Author), Vrije Univ Amsterdam, Med Ctr, Amsterdam Publ Hlth, Dept Med Humanities, NL-1081 BT Amsterdam, Netherlands.
   Van Hove, Geert, Univ Ghent, Dept Special Needs Educ, B-9000 Ghent, Belgium.
   Van Hove, Geert; Schippers, Alice; Bakker, Minne, Vrije Univ Amsterdam, Med Ctr, Amsterdam Publ Hlth, Dept Med Humanities, NL-1081 BT Amsterdam, Netherlands.
   Schippers, Alice, Disabil Studies Netherlands, NL-3811 HR Amersfoort, Netherlands.}},
DOI = {{10.17645/si.v6i4.1792}},
ISSN = {{2183-2803}},
Keywords = {{Disability Studies; higher education; students}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{geert.vanhove@ugent.be
   aliceschippers@disbilitystudies.nl
   mi.bakker@vumc.nl}},
Cited-References = {{Almog N, 2018, SOC INCL, V6, P218, DOI 10.17645/si.v6i4.1697.
   Aust R, 2018, SOC INCL, V6, P125, DOI 10.17645/si.v6i4.1641.
   Bell D, 2018, SOC INCL, V6, P137, DOI 10.17645/si.v6i4.1643.
   Buscher-Touwen M, 2018, SOC INCL, V6, P149, DOI 10.17645/si.v6i4.1655.
   Carette L, 2018, SOC INCL, V6, P207, DOI 10.17645/si.v6i4.1683.
   du Toit NHG, 2018, SOC INCL, V6, P168, DOI 10.17645/si.v6i4.1666.
   Hammarberg K, 2016, HUM REPROD, V31, P498, DOI 10.1093/humrep/dev334.
   Harvey J, 2018, SOC INCL, V6, P107, DOI 10.17645/si.v6i4.1602.
   Kermit PS, 2018, SOC INCL, V6, P158, DOI 10.17645/si.v6i4.1656.
   Kruse AK, 2018, SOC INCL, V6, P194, DOI 10.17645/si.v6i4.1682.
   Lord JE, 2018, SOC INCL, V6, P230, DOI 10.17645/si.v6i4.1709.
   Ostiguy BJ, 2018, SOC INCL, V6, P241, DOI 10.17645/si.v6i4.1737.
   Price Margaret, 2011, MAD SCH RHETORICS ME.
   Roth D, 2018, SOC INCL, V6, P116, DOI 10.17645/si.v6i4.1636.
   Siebers Tobin, 2008, DISABILITY THEORY.
   Stiker Henri-Jacques, 2000, HIST DISABILITY.
   Zaussinger S, 2018, SOC INCL, V6, P182, DOI 10.17645/si.v6i4.1667.}},
Number-of-Cited-References = {{17}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Soc. Incl.}},
Doc-Delivery-Number = {{HD3NY}},
Unique-ID = {{ISI:000452425200001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000452425200008,
Author = {du Toit, Nina H. G.},
Title = {{Designing a Model for Facilitating the Inclusion of Higher Education
   International Students with Disabilities in South Africa}},
Journal = {{SOCIAL INCLUSION}},
Year = {{2018}},
Volume = {{6}},
Number = {{4}},
Pages = {{168-181}},
Abstract = {{Higher education in South Africa is regulated by several policies, and
   the obligation of increased access and participation of persons with
   disabilities into higher education is recognized in legislation
   (Department of Education, 1997; Department of Higher Education and
   Training, 2013). However, research indicates that the proportion of
   students with disabilities in higher education and in study programmes
   abroad is still very low worldwide (Fazekas, 2017; Organisation for
   Economic Co-operation and Development, 2011). Study opportunities for
   these students in higher education institutions abroad, including South
   Africa, should therefore be increased to provide equal access and
   experience in an inclusive higher education environment. This study
   explores possible reasons for the low engagement of South African
   students with disabilities in international mobility programmes and the
   function of key role-players in supporting international students with
   disabilities studying in South Africa (incoming students) and South
   African students with disabilities studying abroad (outgoing students).
   This study also explores the ways by which the exchange process could be
   facilitated more effectively within the context of an inclusive higher
   education environment. Data on the support services offered to these
   students was obtained by means of questionnaires sent to the
   International Relations Offices and Disability Rights Units at higher
   education institutions in South Africa. The study culminated in the
   design of a model which specifies the roles of the various role-players
   in supporting international students with disabilities during their
   pre-departure, study and return phases.}},
Publisher = {{COGITATIO PRESS}},
Address = {{RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{du Toit, NHG (Reprint Author), Cape Peninsula Univ Technol, Fac Informat \& Design, Dept Res Innovat \& Partnerships, ZA-7535 Cape Town, South Africa.
   du Toit, Nina H. G., Cape Peninsula Univ Technol, Fac Informat \& Design, Dept Res Innovat \& Partnerships, ZA-7535 Cape Town, South Africa.}},
DOI = {{10.17645/si.v6i4.1666}},
ISSN = {{2183-2803}},
Keywords = {{disability; higher education; international mobility programme; South
   Africa; student}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{ninadutoit1@gmail.com}},
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   United Nations, 2006, CONV RIGHTS PERS DIS.
   United Nations Educational Scientific and Cultural Organisation, 2017, GUID ENS INCL EQ ED.
   Van de Water J., 2008, INT PARTNERSHIPS GUI.
   Waters J. L., 2009, INT ENCY HUMAN GEOGR, P404.
   2011, WORLD REP DIS, P1.}},
Number-of-Cited-References = {{56}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Soc. Incl.}},
Doc-Delivery-Number = {{HD3NY}},
Unique-ID = {{ISI:000452425200008}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000452425200012,
Author = {Almog, Nitsan},
Title = {{``Everyone Is Normal, and Everyone Has a Disability{''}: Narratives of
   University Students with Visual Impairment}},
Journal = {{SOCIAL INCLUSION}},
Year = {{2018}},
Volume = {{6}},
Number = {{4}},
Pages = {{218-229}},
Abstract = {{University students with visual impairment in Israel and worldwide face
   multiple academic and social barriers and must develop techniques,
   strategies and skills to adjust to the university environment. The
   current article is based on a longitudinal qualitative study aimed at
   incorporating students' voices and offers some insight into the ways
   students experience their academic journeys. The research method
   combined grounded theory with the emancipatory disability research
   paradigm, which draws explicitly from people with disabilities'
   collective experience and thus directly challenges this group's
   widespread social oppression. This combination allowed the researcher to
   focus on students' initial experiences as subjectively perceived.
   Sixteen students all defined as legally blind, from four universities in
   Israel, were interviewed over a 2-year period of their studies. The
   findings present two complementary narratives the interviewees used
   while configuring their identities. The article will focus on findings
   that suggest that during their academic journeys, students needed to
   manage a process of integrating their identity both as disabled and as
   students, choosing when and where to perform each identity and
   determining what the implications of each choice were along with each
   one's related costs and benefits. The study's implications and
   recommendations can help professionals and support services improve
   inclusion and equality in higher education.}},
Publisher = {{COGITATIO PRESS}},
Address = {{RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Almog, N (Reprint Author), Ono Acad Coll, Dept Educ \& Societal Studies, IL-5545173 Kiryat Ono, Israel.
   Almog, N (Reprint Author), Bar Ilan Univ, Louis \& Gabi Weisfeld Sch Social Work, IL-5290002 Ramat Gan, Israel.
   Almog, Nitsan, Ono Acad Coll, Dept Educ \& Societal Studies, IL-5545173 Kiryat Ono, Israel.
   Almog, Nitsan, Bar Ilan Univ, Louis \& Gabi Weisfeld Sch Social Work, IL-5290002 Ramat Gan, Israel.}},
DOI = {{10.17645/si.v6i4.1697}},
ISSN = {{2183-2803}},
Keywords = {{disability studies; higher education; identity; students; visual
   impairment}},
Keywords-Plus = {{HIGHER-EDUCATION; COLLEGE-STUDENTS; IDENTITY; SELF; REFLECTIONS}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{nitsanalmog@gmail.com}},
ResearcherID-Numbers = {{Almog, Nitsan/W-2185-2019
   }},
ORCID-Numbers = {{Almog, Nitsan/0000-0002-5405-1212}},
Funding-Acknowledgement = {{Presidential Scholarship for Excellence, Bar-Ilan University}},
Funding-Text = {{The research was supported by the Presidential Scholarship for
   Excellence, Bar-Ilan University. I thank all the students who have
   shared their stories with me throughout the years. I also gratefully
   acknowledge the anonymous referees whose careful responses to this
   article have dramatically improved it.}},
Cited-References = {{Almog N., 2018, KESHET J SOCIAL SCI, V1, P31.
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   Tajfel H., 1978, DIFFERENTIATION SOCI, P61.
   Thomas C., 1999, FEMALE FORMS EXPERIE.
   Titchkosky T, 2008, CAN J SOCIOL, V33, P37.
   Vaccaro A, 2018, J COLL STUDENT DEV, V59, P37.
   Vernon A., 1997, DOING DISABILITY RES, P158.
   Vickerman P, 2010, DISABIL SOC, V25, P21, DOI 10.1080/09687590903363290.
   Vilchinsky N, 2004, REHABIL PSYCHOL, V49, P309, DOI 10.1037/0090-5550.49.4.309.
   Watson N, 2002, DISABIL SOC, V17, P509, DOI 10.1080/09687590220148496.
   Wisbey M. E., 2016, MULTICULTURALISM CAM, P328.
   Wolffe K. E., 2003, J VISUAL IMPAIRMENT, V97, P677.
   Wong M. E, 2014, CAISE REV, V2, P62.
   Ziv N., 2016, DISABILITY STUDIES R, P11.
   Zola I. K., 2005, MILBANK Q, V83, P1, DOI DOI 10.1111/J.1468-0009.2005.00428.X.}},
Number-of-Cited-References = {{73}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Soc. Incl.}},
Doc-Delivery-Number = {{HD3NY}},
Unique-ID = {{ISI:000452425200012}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000452425200013,
Author = {Lord, Janet E. and Stein, Michael Ashley},
Title = {{Pursuing Inclusive Higher Education in Egypt and Beyond through the
   Convention on the Rights of Persons with Disabilities}},
Journal = {{SOCIAL INCLUSION}},
Year = {{2018}},
Volume = {{6}},
Number = {{4}},
Pages = {{230-240}},
Abstract = {{Inclusive higher education is elusive for students with disabilities,
   especially in developing countries. The adoption and rapid ratification
   of the Convention on the Rights of Persons with Disabilities (CRPD)
   provides, if applied as its drafters intended, a ``whole of
   institution{''} framework for its realization (CRPD Committee, 2016).
   Myriad legal, attitudinal, physical, and communication-based barriers
   limit or exclude participation. The individual impact of such
   discrimination is clear and carries lifelong consequences. Equally
   endemic are the broad societal and pedagogical effects of this
   exclusion. To illustrate: preventing persons with disabilities from
   Teacher Education courses impacts inclusive education in primary and
   secondary education; barring people with disabilities from academic
   programs in the sciences stifles innovation in assistive technology,
   health, and rehabilitation; and limiting access to studying the
   humanities hampers the emergence of disability studies as a rightful
   discipline. This article presents a framework for inclusive higher
   education in developing countries as contemplated by the CRPD. In doing
   so, we draw on field work conducting the first assessment of the
   accessibility of Egyptian public higher education to students with
   disabilities. We outline lessons that can be learned and pitfalls to be
   avoided both in Egypt and indeed for other countries in the Global
   South.}},
Publisher = {{COGITATIO PRESS}},
Address = {{RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lord, JE (Reprint Author), Harvard Law Sch, Harvard Law Sch Project Disabil, Cambridge, MA 02138 USA.
   Lord, Janet E.; Stein, Michael Ashley, Harvard Law Sch, Harvard Law Sch Project Disabil, Cambridge, MA 02138 USA.}},
DOI = {{10.17645/si.v6i4.1709}},
ISSN = {{2183-2803}},
Keywords = {{accessibility; Convention on the Rights of Persons with Disabilities;
   disability rights; Egypt; Global South; higher education; human rights;
   inclusive education; international development; students}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{lord@american.edu
   mastein@law.harvard.edu}},
Cited-References = {{Ainscow M., 1989, SPECIAL ED NEEDS WHO, P1.
   CAPMAS, 2017, CENT AG PUBL MOB STA.
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   2011, WORLD REP DIS, P1.}},
Number-of-Cited-References = {{39}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Soc. Incl.}},
Doc-Delivery-Number = {{HD3NY}},
Unique-ID = {{ISI:000452425200013}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000447408802131,
Author = {Al-Khamisy, D. and Dluzniewska, A. and Gosk, U. and Kucharczyk, I.},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{A STUDY OF STUDENTS WHO HAVE SPECIAL EDUCATIONAL NEEDS IN THE POLISH
   SYSTEM OF INCLUSIVE EDUCATION}},
Booktitle = {{12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE
   (INTED)}},
Series = {{INTED Proceedings}},
Year = {{2018}},
Pages = {{2829-2838}},
Note = {{12th International Technology, Education and Development Conference
   (INTED), Valencia, SPAIN, MAR 05-07, 2018}},
Abstract = {{The education of students with special educational needs has long been a
   priority for the European Union and as such, many fundamental documents
   have been issued over time, in order to specify the direction of its
   development. The issues refer to legislative changes in Poland for the
   benefit of children with disabilities, which are trying to meet world
   trends. The presented material focuses more closely on the Polish
   education system for a student with special educational needs. At
   present, it has received a formula of a multi-path model. It means that
   a parent/guardian may ensure a choice of place of education for his or
   her child with a disability among special, integrated or inclusive
   education. Provided that special and integrative education has already
   achieved a grounded position in Poland, an inclusive education is still
   at the phase of modification in terms of facilitating and developing.
   Inclusive education in Poland places great challenges before the school
   system and the functioning of certain schools, while mobilising them to
   improve and make flexible programs and methods of learning while
   boosting the development and competency of the teachers. In the
   presented considerations, an inclusive education is understood as a
   process of common education of students with special education in
   comparison to their able peers in generally-accessible schools. A way to
   ensure the effectiveness of this process is to provide a feeling of
   belonging to a school's society and give psychological, methodological,
   organisational, and technical support to make sure of the special
   developmental and educational special needs resulting from their
   individual development (J. Glodkowska, 2010, page 74). In effect making
   real, inclusive education seems possible when other systems of inclusion
   cover students with learning difficulties caused by injuries of hearing
   and senses of hearing and sight, deficiencies in development of a
   partial nature and other children with slight, moderate and significant
   and even further intellectual disability. Not only aims but also
   strategies of revalidation procedures should be clear. The aim of the
   process of learning should not focus only on mastering the content by a
   student but also on the development of existing skills and new abilities
   and formation of permanent habits of behaviour by adopting educational
   space, requirements to individual needs and predispositions of students.
   It requires a more personalised participation in the process of learning
   standing for working out an individual course of learning. In the
   presented material the authors also bring closer types of educational
   personalisation for selected groups of disabilities: students with
   dysfunction for sight, hearing and movement. It should be facilitated by
   working out Individual Educational Program (IPE) creating for a student
   a chance of implementation of the indicated educational aims, more
   specialised intervention and expanding cooperation with parents,
   specialists and teachers. The article also focuses attention on a need
   for modification of methods of evaluation commonly used in
   generally-accessible schools. Next to universal evaluation there is used
   so-called inclusive evaluation which allows, in the learning process,
   for a child to focus on the learning program. The approach assumes that
   each child learns and develops individually, in various pace and she/he
   should be provided with such learning conditions which would correspond
   his/her needs while taking into account children with various
   dysfunctions.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION \& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Al-Khamisy, D (Reprint Author), Maria Grzegorzewska Univ, Warsaw, Poland.
   Al-Khamisy, D.; Dluzniewska, A.; Gosk, U.; Kucharczyk, I., Maria Grzegorzewska Univ, Warsaw, Poland.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-697-9480-7}},
Keywords = {{inclusive education; dysfunction of sight; hearing and movement. Special
   educational needs; inclusive evaluation; educational personalisation}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
ORCID-Numbers = {{Dluzniewska, Agnieszka/0000-0002-9302-599X}},
Cited-References = {{Adamowicz-Hummel A., 2010, DAJMY SZANSE NIEWIDO, P71.
   Al-Khamisy D., 2013, POSZUKIWANIU MODELU, P61.
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   Friend M., 2005, SPECIAL ED CONT PERS, P388.
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   Walthes R., 2007, TYFLOPEDAGOGIKA, P50.
   Wdowik P., 2008, EDUKACJA ROWNYCH SZA, P70.}},
Number-of-Cited-References = {{25}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{4}},
Doc-Delivery-Number = {{BL1GM}},
Unique-ID = {{ISI:000447408802131}},
DA = {{2020-03-18}},
}

@article{ ISI:000445256400002,
Author = {Calabrese, Michael},
Title = {{Disabling Pride in the Pricke of Conscience}},
Journal = {{CHAUCER REVIEW}},
Year = {{2018}},
Volume = {{53}},
Number = {{4}},
Pages = {{377-401}},
Abstract = {{This article reads the Middle English Pricke of Conscience in relation
   to disability studies, a robust field that studies the body and its
   impairments, the stigmatization of the impaired, the history of
   normality and ableism, and the social and medical treatment of
   infirmity. For Pricke, in particular, disability studies provides a
   critical way of understanding the construction of impairment and of
   ``normalcy{''} and helps us to read the poem's rhetorics of fear and
   persuasion. Pricke works by deconstructing the pride that sinners
   inherently take in their ``abilities; as it were, to use the body for
   pleasure and sin. Pricke inverts one's intuitive sense of ``ability{''}
   by proving how the abled, those who glory in natural beauty and freedom
   of movement, will, in the ignorance of pride, employ that freedom only
   to impair themselves morally by immersing themselves in disabling sin,
   which deforms both body and soul.}},
Publisher = {{PENN STATE UNIV PRESS}},
Address = {{820 NORTH UNIV DRIVE, U S B 1, STE C, UNIVERSITY PK, PA 16802 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Calabrese, M (Reprint Author), Calif State Univ Los Angeles, Los Angeles, CA 90032 USA.
   Calabrese, Michael, Calif State Univ Los Angeles, Los Angeles, CA 90032 USA.}},
ISSN = {{0009-2002}},
EISSN = {{1528-4204}},
Keywords = {{affective piety; disability studies; impairment; medieval body; Pricke
   of Conscience}},
Research-Areas = {{Literature; Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Literature, British Isles; Medieval \& Renaissance Studies}},
Author-Email = {{mcalabr@calstatela.edu}},
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   Wood Sarah, 2017, ENCY MEDIEVAL LIT BR, DOI {[}10.1002/9781118396957, DOI 10.1002/9781118396957].}},
Number-of-Cited-References = {{24}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Chaucer Rev.}},
Doc-Delivery-Number = {{GU4LX}},
Unique-ID = {{ISI:000445256400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000444996200005,
Author = {Sakiz, Halis and Saricali, Mehmet},
Title = {{Including Students with Visual Difficulty within Higher Education:
   Necessary Steps}},
Journal = {{EXCEPTIONALITY}},
Year = {{2018}},
Volume = {{26}},
Number = {{4}},
Pages = {{266-282}},
Abstract = {{The aim of this research study was to investigate the inclusion of
   students with disabilities studying in Turkish universities. Students
   with visual difficulty were selected as a case from 24 different
   universities. A survey with seven dimensions was administered to 73
   students, and 12 students were interviewed. Survey and interview
   findings revealed both progress and, to a larger extent, dissatisfaction
   with (i) the physical and psychosocial environment of universities; (ii)
   the way diversity and disability were viewed; (iii) the way support was
   planned and delivered; (iv) the level and quality of communication and
   collaboration; (v) the teaching and learning processes; and (vi) the way
   higher education policy was made and implemented. Findings highlight the
   need for prioritizing university cultures that are inclusive of students
   with diverse backgrounds and translation of the inclusiveness into
   effective practice of providing pedagogical and material support to
   these students.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sakiz, H (Reprint Author), Mardin Artuklu Univ, Fac Letters, Dept Psychol, Mardin, Turkey.
   Sakiz, Halis, Mardin Artuklu Univ, Mardin, Turkey.
   Saricali, Mehmet, Anadolu Univ, Eskisehir, Turkey.}},
DOI = {{10.1080/09362835.2017.1283627}},
ISSN = {{0936-2835}},
EISSN = {{1532-7035}},
Keywords-Plus = {{DISABLED STUDENTS; YOUNG-PEOPLE; DISABILITIES; INSTITUTIONS;
   PERSPECTIVE; EXPERIENCES; UNIVERSITY; INCLUSION; BARRIERS; HEARING}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{halissakiz@artuklu.edu.tr}},
ResearcherID-Numbers = {{Sakiz, Halis/AAE-4841-2019}},
ORCID-Numbers = {{Sakiz, Halis/0000-0003-2406-1011}},
Cited-References = {{Ahmed S., 2012, ON BEING INCLUDED.
   Anadolu University, 2015, 2015 2016 OR YL AR O.
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Number-of-Cited-References = {{59}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Exceptionality}},
Doc-Delivery-Number = {{GU1DR}},
Unique-ID = {{ISI:000444996200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000443881200005,
Author = {Reynolds, Joel Michael and Kiuppis, Florian},
Title = {{The Pathic Model of Disability: Identity, Moral Force and the Politics
   of Pain}},
Journal = {{INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}},
Year = {{2018}},
Volume = {{65}},
Number = {{5}},
Pages = {{557-568}},
Abstract = {{Critics of the strong social model' of disability developed in the U.K.
   commonly claim that it focuses too one-sidedly on social oppression,
   thereby neglecting the role of individual impairment. In this
   theoretical article, we contrast that model with what we call the pathic
   model' of disability, which we characterise through the case of people
   living with chronic pain in the U.S.A. We argue that the difference
   between these two models is due to differing socio-political contexts
   and national policies concerning welfare and addiction as well as
   normative assumptions regarding the moral force of focusing on
   individual pain. We conclude that the political goals of proponents of
   the pathic model' present a challenge to the presumption that the strong
   social model' is the most or only politically effective way to rectify
   disability-related social oppression.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Reynolds, JM (Reprint Author), Hastings Ctr, Garrison, NY 10524 USA.
   Reynolds, JM (Reprint Author), Emory Univ, Dept Philosophy, Atlanta, GA 30322 USA.
   Reynolds, Joel Michael, Hastings Ctr, Garrison, NY 10524 USA.
   Reynolds, Joel Michael, Emory Univ, Dept Philosophy, Atlanta, GA 30322 USA.
   Kiuppis, Florian, Inland Norway Univ Appl Sci INN Univ, Fac Educ \& Social Work, Lillehammer, Norway.
   Kiuppis, Florian, Catholic Univ Appl Sci Freiburg, Dept Inclus Educ, Freiburg, Germany.}},
DOI = {{10.1080/1034912X.2017.1416594}},
ISSN = {{1034-912X}},
EISSN = {{1465-346X}},
Keywords = {{British social model; comparative and international disability studies;
   disability politics; ethics; impairment; pain; philosophy of disability;
   social movements}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{reynoldsj@thehastingscenter.org}},
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Number-of-Cited-References = {{46}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Int. J. Disabil. Dev. Educ.}},
Doc-Delivery-Number = {{GS7LA}},
Unique-ID = {{ISI:000443881200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000442177700005,
Author = {Ory, Lorraine},
Title = {{What sexuality tells about the boundaries between disability and
   Alzheimer's disease}},
Journal = {{GENRE SEXUALITE \& SOCIETE}},
Year = {{2018}},
Volume = {{19}},
Abstract = {{This article analyzes the representations of sexuality by researchers
   and professionals in the fields of disability and Alzheimer's disease.
   Drawing from a critical literature review, the results show a difference
   in the framing of sexuality in these two fields. This difference is
   interpreted as a predominance of a social model in the field of
   disability studies in contrast with the medical model of the research on
   Alzheimer's disease. The article then extends the analysis of the field
   of Alzheimer's disease to that of dementia and explores the evolution of
   the representations of sexuality. This development suggests the
   emergence of a social model of sexuality in the field of dementia.
   Finally, the article calls for the decompartmentalization of research on
   sexuality.}},
Publisher = {{ECOLE HAUTES ETUDES \& SCIENCES SOC-EHESS, COLL FRANCE}},
Address = {{105 BD RASPAIL, PARIS, 75006, FRANCE}},
Type = {{Article}},
Language = {{French}},
Affiliation = {{Ory, L (Reprint Author), Univ Paris 08, INSERM CESP U 1018, Equipe Genre Sexualite Sante, Psychol, St Denis, France.
   Ory, Lorraine, Univ Paris 08, INSERM CESP U 1018, Equipe Genre Sexualite Sante, Psychol, St Denis, France.}},
DOI = {{10.4000/gss.4264}},
ISSN = {{2104-3736}},
Keywords = {{sexuality; disability; Alzheimer's disease; representations; literature
   review}},
Keywords-Plus = {{INTELLECTUAL DISABILITY; PHYSICAL-DISABILITY; YOUNG-PEOPLE; DEMENTIA;
   HEALTH; BEHAVIORS; MANAGEMENT; KNOWLEDGE; ABUSE; MILD}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
Author-Email = {{lorraine.ory@inserm.fr}},
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   Wilkins JM, 2015, GERONTOLOGIST, V55, P716, DOI 10.1093/geront/gnv098.
   Zola I. K, 1982, MISSING PIECES CHRON.}},
Number-of-Cited-References = {{96}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Genre Sex. Soc.}},
Doc-Delivery-Number = {{GR0CO}},
Unique-ID = {{ISI:000442177700005}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000441046100004,
Author = {Mircheva, Gergana},
Title = {{Gergana Mircheva, Sofia University ``St. Kliment Ohridsky{''}}},
Journal = {{BALKANISTIC FORUM}},
Year = {{2018}},
Number = {{2}},
Pages = {{46-62}},
Abstract = {{The article presents aspects and variants of the concept medicalization
   and theories and discussions related to it as an approach to
   constructing a possible conceptual frame for analyzing the medical
   notions of abnormality. The main concept of abnormality is clarified as
   signifying pathological and pathologized conditions, which, by reason of
   their social unacceptability, are subject of normative formula of
   classification and disqualification. The emphasis of interpretation is
   put not on the scientific reflexions on biomedical categories and their
   inclusion into so called social science studies.}},
Publisher = {{SOUTH-WEST UNIV NEOFIT RILSKI}},
Address = {{UL IVAN MIKHAILOV 66, BLAGOEVGRAD, 2700, BULGARIA}},
Type = {{Article}},
Language = {{Russian}},
Affiliation = {{Mircheva, G (Reprint Author), Sofia Univ St Kliment Ohridski, Sofia, Bulgaria.
   Mircheva, Gergana, Sofia Univ St Kliment Ohridski, Sofia, Bulgaria.}},
ISSN = {{1310-3970}},
EISSN = {{2535-1265}},
Keywords = {{Abnormality; Medicalization; Disability studies; Disease; Illness}},
Keywords-Plus = {{IMPAIRMENT; DISABILITY; SOCIOLOGY; MODEL}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{gerganamircheva@yahoo.co.uk}},
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Number-of-Cited-References = {{66}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Balk. Forum}},
Doc-Delivery-Number = {{GP7BJ}},
Unique-ID = {{ISI:000441046100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000436447100002,
Author = {Bennett, Jeffrey A.},
Title = {{Containing Sotomayor: Rhetorics of personal restraint, judicial
   prudence, and diabetes management}},
Journal = {{QUARTERLY JOURNAL OF SPEECH}},
Year = {{2018}},
Volume = {{104}},
Number = {{3}},
Pages = {{257-278}},
Abstract = {{This essay explores how rhetorics of diabetes management informed Sonia
   Sotomayor's judicial persona during her ascent to the Supreme Court.
   Sotomayor's confirmation hearings were clouded famously by institutional
   racism and sexism. She was accused repeatedly by congressional
   Republicans of being intemperate, emotional, and illogical in a judicial
   sphere that prizes circumspection, deliberateness, and collegiality. As
   part of a larger strategy to counter such claims, the Obama
   administration forwarded her lifetime of managing type-one diabetes as
   proof of personal control, and by extension judicial prudence. This
   strategic invocation of intersectionality, using a disability to
   rhetorically contain race and gender, helped to successfully resituate
   universal notions of wisdom and secure Sotomayor a seat on the nation's
   highest court.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bennett, JA (Reprint Author), Vanderbilt Univ, Commun Studies, 221 Kirkland Hall, Nashville, TN 37235 USA.
   Bennett, Jeffrey A., Vanderbilt Univ, Commun Studies, 221 Kirkland Hall, Nashville, TN 37235 USA.}},
DOI = {{10.1080/00335630.2018.1486033}},
ISSN = {{0033-5630}},
EISSN = {{1479-5779}},
Keywords = {{Intersectionality; judicial confirmations; disability studies; chronic
   conditions; health and medicine}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{jeffrey.a.bennett@vanderbilt.edu}},
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   West Isaac, 2014, TRANSFORMING CITIZEN, P110.}},
Number-of-Cited-References = {{61}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Q. J. Speech}},
Doc-Delivery-Number = {{GK8DD}},
Unique-ID = {{ISI:000436447100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000435834100002,
Author = {Yardimci, Sibel and Bezmez, Dikmen},
Title = {{Disabled Istanbulites' everyday life experiences as `urban citizens':
   accessibility and participation in decision-making}},
Journal = {{CITIZENSHIP STUDIES}},
Year = {{2018}},
Volume = {{22}},
Number = {{5}},
Pages = {{475-490}},
Abstract = {{This article assesses whether the everyday experiences of disabled
   Istanbulites can be considered from an urban citizenship perspective. To
   this end, Lefebvre's notion of the right to the city' and its
   relationship with the literature on urban citizenship and Disability
   Studies is discussed, and two broad categories of analysis are presented
   to elaborate the issue in the case of Istanbul. These are, namely
   accessibility - to space, but also to education, health, and employment
   - and participation in decision-making. Interviews show that the limited
   rights-based discourses, which guided the institutional transformation
   of the greater and district municipalities in the early 2000s, have had
   almost no impact on the everyday experience of disabled Istanbulites.
   Istanbul remains a largely disabling city with major problems of
   accessibility and no room in decision-making processes for disabled
   people. Unfortunately, current developments do not point to the
   possibility of a more powerful practice of urban citizenship.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Yardimci, S (Reprint Author), Mimar Sinan Guzel Sanatlar Univ, Dept Sociol, Istanbul, Turkey.
   Yardimci, Sibel, Mimar Sinan Guzel Sanatlar Univ, Dept Sociol, Istanbul, Turkey.
   Bezmez, Dikmen, Koc Univ, Dept Sociol, Istanbul, Turkey.}},
DOI = {{10.1080/13621025.2018.1477917}},
ISSN = {{1362-1025}},
EISSN = {{1469-3593}},
Keywords = {{Urban citizenship; disabled people; Istanbul; everyday life experiences;
   participation to decision-making; accessibility}},
Keywords-Plus = {{POLITICS; DISABILITY; CITY; EXPLORATION; SPACES; GEZI}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Political Science}},
Author-Email = {{sibelyardimci@gmail.com}},
Funding-Acknowledgement = {{Scientific and Technological Research Council of Turkey (TUBITAK)Turkiye
   Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) {[}109K074]}},
Funding-Text = {{This work was supported by the Scientific and Technological Research
   Council of Turkey (TUBITAK) {[}109K074].}},
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Number-of-Cited-References = {{52}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Citizensh. Stud.}},
Doc-Delivery-Number = {{GK0WY}},
Unique-ID = {{ISI:000435834100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000435587500006,
Author = {Connor, David J.},
Title = {{Contemplating Teachers' Disposition and Pedagogical Skills within
   Inclusive Classrooms: Responsibilities of, and Implications for, Teacher
   Education Programs and In-Service Professional Development}},
Journal = {{DDS-DIE DEUTSCHE SCHULE}},
Year = {{2018}},
Volume = {{110}},
Number = {{1}},
Pages = {{75-86}},
Abstract = {{In this article I advocate using Disability Studies in Education as a
   discipline to inform work about inclusive education. Second, I discuss
   teacher (1) dispositions (beliefs and responsibilities) about human
   differences; (2) skills in pedagogical flexibility; and, (3) ability to
   collaborate with others, as the critical areas necessary for creating
   and maintaining inclusive classrooms. Third, I pose questions to serve
   as a springboard for further discussions about inclusive education
   regarding teacher educators' responsibilities to pre-service and
   in-service teachers.}},
Publisher = {{WAXMANN VERLAG GMBH}},
Address = {{POSTFACH 8603, D-48046 MUNSTER, GERMANY}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Connor, DJ (Reprint Author), CUNY Hunter Coll, Dept Special Educ, New York, NY 10021 USA.
   Connor, DJ (Reprint Author), CUNY Hunter Coll, 695 Pk Ave,Room 909 W, New York, NY 10065 USA.
   Connor, David J., CUNY Hunter Coll, Dept Special Educ, New York, NY 10021 USA.
   Connor, David J., CUNY Hunter Coll, 695 Pk Ave,Room 909 W, New York, NY 10065 USA.}},
DOI = {{10.31244/dds/2018.01.06}},
ISSN = {{0012-0731}},
Keywords = {{inclusion; inclusive education; pedagogy; collaborative teaching;
   disability studies}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{dconnor@hunter.cuny.edu}},
Cited-References = {{Allan J., 2005, FOUCAULT GOVT DISABI.
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Number-of-Cited-References = {{35}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{DDS-Dtsch. Sch.}},
Doc-Delivery-Number = {{GJ7RT}},
Unique-ID = {{ISI:000435587500006}},
DA = {{2020-03-18}},
}

@article{ ISI:000433656600007,
Author = {Ursin, Goril and Lotherington, Ann Therese},
Title = {{Citizenship as Distributed Achievement: Shaping New Conditions for an
   Everyday Life with Dementia}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2018}},
Volume = {{20}},
Number = {{1}},
Pages = {{62-71}},
Abstract = {{Citizenship for people with a disability has become a notable subject
   within disability studies, but dementia has only sparingly been included
   in these studies. However, an important international debate on
   citizenship for people with dementia is emerging, highlighting rights,
   empowerment, agency, and new socio-political understandings. Yet, even
   though these studies often entail a relational understanding, they tend
   to perceive citizenship as allocated statically to individuals. This
   article contributes to the debate by conceptualizing relational
   citizenship as the distributed achievements of care-collectives
   consisting of a complex set of socio-material agents, including the
   person with dementia and the disease. Rather than adding more knowledge
   about experiences of dementia, the article develops an understanding of
   the critical mechanisms producing citizenship for all, and of
   care-collectives as potential facilitators for such distributed
   achievements. The results indicate that citizenship is a malleable and
   precarious enactment that needs continuous nourishment to be maintained,
   and that localized knowledge about the emergence and development of
   care-collectives is crucial for this maintenance and, hence, for shaping
   decent conditions for an everyday life with dementia.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ursin, G (Reprint Author), Nord Univ, Fac Social Sci, N-8049 Bodo, Norway.
   Ursin, Goril, Nord Univ, Fac Social Sci, N-8049 Bodo, Norway.
   Lotherington, Ann Therese, UiT, Fac Humanities Social Sci \& Educ, Ctr Womens \& Gender Res, POB 6050 Langnes, N-9037 Tromso, Norway.}},
DOI = {{10.16993/sjdr.35}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{dementia; citizenship; distributed achievement; care-collective}},
Keywords-Plus = {{ALZHEIMERS-DISEASE; ONSET DEMENTIA; PEOPLE; DISABILITY; AGENCY; CARE;
   FAMILY}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{goril.ursin@nord.no}},
Funding-Acknowledgement = {{Nord University}},
Funding-Text = {{This work was supported by Nord University.}},
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Number-of-Cited-References = {{45}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{GH7TP}},
Unique-ID = {{ISI:000433656600007}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000433656600011,
Author = {Lamont-Robinson, Catherine and Williams, Val and Thompson, Trevor},
Title = {{Pitching Perspectives on Disability: Voyage Experiences of Disabled
   Sailors on Tall Ships}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2018}},
Volume = {{20}},
Number = {{1}},
Pages = {{102-110}},
Abstract = {{This paper explores the experiences of disabled sailors on board a tall
   sailing ship, adapted for accessibility. Eight disabled sailors kept
   audio diaries and created artwork during the voyages, as well as taking
   part in interviews afterwards. In reporting their accounts, we explored
   what it meant for participants to go to sea. We became particularly
   interested in embodied activities on board ship, the ways in which
   sailing created and highlighted new identities, and the social aspects
   of sailing in a team. Our account brings together some of the central
   concerns in Disability Studies with the perspectives of social practice
   theorists, and seeks to add layers of meaning to both approaches. Since
   this is a nautical project, the paper is structured by following the
   stages of going to sea, and in the words of one participant, we seek to
   `join the dots between medical, academic and anecdotal knowledge'.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lamont-Robinson, C (Reprint Author), Univ Bristol, Sch Social \& Community Med, Ctr Acad Primary Care, Bristol, Avon, England.
   Lamont-Robinson, Catherine; Thompson, Trevor, Univ Bristol, Sch Social \& Community Med, Ctr Acad Primary Care, Bristol, Avon, England.
   Williams, Val, Univ Bristol, Sch Policy Studies, Bristol, Avon, England.}},
DOI = {{10.16993/sjdr.23}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Disability-studies; embodiment; socio-medical; sailing; identity;
   social-practices}},
Keywords-Plus = {{EMBODIMENT; BODIES}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{epcalr@bristol.ac.uk}},
Funding-Acknowledgement = {{South-West GP Trust}},
Funding-Text = {{Funding was obtained from the South-West GP Trust. The authors would
   like to thank the Jubilee Sailing Trust (www.jst.org.uk), all study
   participants, reviewers and Professor Chris Salisbury for faith in the
   project.}},
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Number-of-Cited-References = {{37}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{GH7TP}},
Unique-ID = {{ISI:000433656600011}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000433656600024,
Author = {Timander, Ann-Charlott and Moller, Anders},
Title = {{The Issue of Gender in Relation to Mental Distress: Reflections on the
   Gendered Character of Disability and Resistance}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2018}},
Volume = {{20}},
Number = {{1}},
Pages = {{238-246}},
Abstract = {{Neither gender studies nor disability research/disability studies have
   explored gender to a great extent, especially in relation to disabled
   men or disabled women. In this article we reflect upon the issue of
   gender in relation to experiences of mental distress by drawing
   explicitly on some powerful narratives. Those narratives are argued to
   show the gendered character of disability and resistance; and display
   that the social forces and processes that construct and give shape to
   disability and gender are closely intermeshed. We argue that the
   gendered character of disablism and resistance should be further studies
   in the light of the new theoretical development that has been created,
   because gender matters.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Timander, AC (Reprint Author), Gothenburg Univ, Dept Social Work, Gothenburg, Sweden.
   Timander, Ann-Charlott, Gothenburg Univ, Dept Social Work, Gothenburg, Sweden.
   Moller, Anders, Ersta Skondal Univ Coll, Campus Bracke, Gothenburg, Sweden.}},
DOI = {{10.16993/sjdr.17}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{gender; disability; oppression; mental distress; resistance}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{ann-charlott.timander@socwork.gu.se}},
ResearcherID-Numbers = {{Moller, Anders/O-6665-2016}},
ORCID-Numbers = {{Moller, Anders/0000-0003-3739-4675}},
Cited-References = {{Barron K., 2004, GENUS FUNKTIONSHINDE, P15.
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Number-of-Cited-References = {{18}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{GH7TP}},
Unique-ID = {{ISI:000433656600024}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000433076800002,
Author = {Richardson, Jennifer (Eisenhauer)},
Title = {{The Art and Politics of Artists With Mental Disabilities Experiencing
   Confinement}},
Journal = {{STUDIES IN ART EDUCATION}},
Year = {{2018}},
Volume = {{59}},
Number = {{1}},
Pages = {{8-21}},
Abstract = {{In this article, I utilize an indisciplinary theoretical framework
   through the work of Jacques Ranciere to examine the artwork of artists
   with mental disabilities experiencing confinement in asylums in the late
   19th to early 20th centuries. I further examine preexisting ways in
   which this artwork, focusing particularly on the Prinzhorn Collection,
   has been positioned within art history and psychiatric medical models in
   the 19th and early 20th centuries that situate these artists as
   geniuses, as examples of Expressionism, or as pathological. In contrast,
   I suggest that these artists' work can be a form of politics and
   dissensus. The indisciplinarity of Ranciere's work and Disability
   Studies offer art educators new possibilities for understanding the
   artwork of people experiencing mental disabilities by disrupting the
   disciplinary logic that can inform thinking about these artists.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Richardson, J (Reprint Author), Ohio State Univ, Dept Arts Adm Educ \& Policy, Columbus, OH 43210 USA.
   Richardson, Jennifer (Eisenhauer), Ohio State Univ, Dept Arts Adm Educ \& Policy, Columbus, OH 43210 USA.}},
DOI = {{10.1080/00393541.2017.1401881}},
ISSN = {{0039-3541}},
EISSN = {{2325-8039}},
Keywords-Plus = {{PROGRAM}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{richardson.865@osu.edu}},
Cited-References = {{Anastasi A., 1941, SURVEY LIT ARTISTIC.
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Number-of-Cited-References = {{39}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Stud. Art Educ.}},
Doc-Delivery-Number = {{GH0FD}},
Unique-ID = {{ISI:000433076800002}},
DA = {{2020-03-18}},
}

@article{ ISI:000433076800008,
Author = {Larsen, Cara},
Title = {{Neurodiversity in the Art Classroom: A Student's Perspective}},
Journal = {{STUDIES IN ART EDUCATION}},
Year = {{2018}},
Volume = {{59}},
Number = {{1}},
Pages = {{77-81}},
Abstract = {{As an autistic person who recently completed an undergraduate art
   program at a small liberal arts university, I believe including
   Disability Studies in art education teacher preparation curricula in
   higher education is an important step in confronting ableism. The
   Autistic Self Advocacy Network (n.d.) defines ableism as ``the belief
   that people are automatically better, have better lives, or have better
   brains or bodies because they aren't disabled{''} (para 1). Ableism can
   be subtle; however, it can be found in school and in everyday life. Few
   of my peers, even those studying education or psychology, have ever
   heard of ableism or learned how to recognize it. Many students have
   disabilities, and all students will at some point encounter, work with,
   or befriend someone with a disability. For these reasons, it is as
   important for students in art education teacher preparation programs to
   recognize and challenge ableism as it is for psychology or special
   education majors to do so. To accept neurodevelopmental disabilities
   such as autism, art education students can benefit from understanding
   the neurodiversity paradigm (Walker, 2013).}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Larsen, C (Reprint Author), William Carey Univ, Hattiesburg, MS 39401 USA.
   Larsen, Cara, William Carey Univ, Hattiesburg, MS 39401 USA.}},
DOI = {{10.1080/00393541.2017.1403790}},
ISSN = {{0039-3541}},
EISSN = {{2325-8039}},
Keywords-Plus = {{DISABILITY; ABLEISM}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{cara.larsen92@gmail.com}},
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Number-of-Cited-References = {{11}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Stud. Art Educ.}},
Doc-Delivery-Number = {{GH0FD}},
Unique-ID = {{ISI:000433076800008}},
DA = {{2020-03-18}},
}

@article{ ISI:000433136900001,
Author = {Singer, Julie},
Title = {{Networking Froissart's Florin}},
Journal = {{EXEMPLARIA-MEDIEVAL EARLY MODERN THEORY}},
Year = {{2018}},
Volume = {{30}},
Number = {{2}},
Pages = {{85-104}},
Abstract = {{Jean Froissart's 1389 Dit du florin stages a dialogue between apenurious
   poet-narrator and the single, misshapen coin remaining at the bottom of
   hisotherwise empty purse. Described as clipped, disfigured, and broken,
   the coin is nowworthless: paradoxically, its former value lay at its
   now-missing periphery, not at its center.The florin nonetheless offers a
   faithful accounting of the narrator's expenditures, andultimately binds
   the poet in a network of patrons that might restore his lost wealth.
   Thisarticle considers the Dit du florin's unusual positioning of value,
   knowledge, and power atthe margins of things at the geographic
   boundaries the poet skirts in his travels, in theseams of a purse, in
   the clippings of a coin and this in a text that is itself situated at
   the margins of Froissart's oeuvre. Viewing the florin through the lens
   of Actor-Network Theory and Disability Studies, we uncover how the Dit's
   gestures of accounting and recounting implicate the poet and the coin in
   complex networks of liquid social exchange.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Singer, J (Reprint Author), Washington Univ, French, St Louis, MO 63130 USA.
   Singer, Julie, Washington Univ, French, St Louis, MO 63130 USA.}},
DOI = {{10.1080/10412573.2018.1453631}},
ISSN = {{1041-2573}},
EISSN = {{1753-3074}},
Keywords = {{Froissart; Jean; Dit du florin; medieval French literature; travel in
   literature; coins in literature; Actor-Network Theory; patronage;
   literary in France}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Medieval \& Renaissance Studies}},
Author-Email = {{jesinger@wustl.edu}},
Cited-References = {{Ainsworth Peter, 2013, THE ONLINE FROISSART, V1.
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   Zink Michel, 1993, CEST FIN QUOY SOMMES, V3, P1455.}},
Number-of-Cited-References = {{48}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Exemplaria}},
Doc-Delivery-Number = {{GH1BP}},
Unique-ID = {{ISI:000433136900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000432912100011,
Author = {Altermark, Niklas},
Title = {{Disability studies: an interdisciplinary introduction}},
Journal = {{PEDAGOGY CULTURE AND SOCIETY}},
Year = {{2018}},
Volume = {{26}},
Number = {{1}},
Pages = {{161-164}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Altermark, N (Reprint Author), Lund Univ, Dept Polit Sci, Lund, Sweden.
   Altermark, Niklas, Lund Univ, Dept Polit Sci, Lund, Sweden.}},
DOI = {{10.1080/14681366.2017.1344411}},
ISSN = {{0965-9757}},
EISSN = {{1747-5104}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{niklas.altermark@svet.lu.se}},
Cited-References = {{Barnes C., 2012, ROUTLEDGE HDB DISABI, P12.
   Butler J., 1993, BODIES MATTER DISCUR.
   Foucault M., 1984, FOUCAULT READER, P340.
   Goodley D., 2016, DISABILITY STUDIES I.
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   Sedgwick E.K., 2003, TOUCHING FEELING AFF.
   Vehmas Simo, 2017, COMMUNICATION.
   Young I. M., 2000, INCLUSION DEMOCRACY.}},
Number-of-Cited-References = {{9}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Pedagog. Cult. Soc.}},
Doc-Delivery-Number = {{GG7XP}},
Unique-ID = {{ISI:000432912100011}},
DA = {{2020-03-18}},
}

@article{ ISI:000432919500004,
Author = {Aysmontas, B. B. and Odincova, M. A.},
Title = {{Educational Environment in University as a Resource for Resilience and
   Self-Activation in Students with Disabilities}},
Journal = {{PSIKHOLOGICHESKAYA NAUKA I OBRAZOVANIE-PSYCHOLOGICAL SCIENCE AND
   EDUCATION}},
Year = {{2018}},
Volume = {{23}},
Number = {{2}},
Pages = {{29-41}},
Abstract = {{Inclusive educational environment of the University is considered as one
   of the most promising in the promotion of ideas of inclusion and as a
   factor in the development of internal resources of students in General.
   To understand the role of the inclusive educational environment of the
   University as a resource for the development of resilience and
   self-activation of students with disabilities, the results of several
   studies conducted at the Department of psychology and pedagogy of
   distance learning FDO MGPPU, which were implemented at different
   stages(from 2016 to 2018), and which were attended by different student
   groups: 1) healthy students and students with disabilities studying
   together (N = 54); 2) students with disabilities of different ages and
   different universities (N = 67); 3) students with disabilities (n = 41),
   healthy peers who study with them (N = 30) and a group of students who
   are not studying in an inclusive environment and have weak ideas about
   disability as such (N = 47). In total, 239 students took part in
   different stages of the study, including.}},
Publisher = {{MOSCOW STATE UNIV PSYCHOLOGY \& EDUCATION}},
Address = {{UL SRETENKA, 29, MOSCOW, 127051, RUSSIA}},
Type = {{Article}},
Language = {{Russian}},
Affiliation = {{Aysmontas, BB (Reprint Author), Moscow State Univ Psychol \& Educ, Fac Distance Learning, Moscow, Russia.
   Aysmontas, B. B.; Odincova, M. A., Moscow State Univ Psychol \& Educ, Fac Distance Learning, Moscow, Russia.}},
DOI = {{10.17759/pse.2018230204}},
ISSN = {{1814-2052}},
EISSN = {{2311-7273}},
Keywords = {{inclusion; inclusive education; inclusive educational environment of
   higher education institution; resilience; self-activation}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary}},
Author-Email = {{abronius@yandex.ru
   mari505@mail.ru}},
Cited-References = {{Aismontas BB, 2017, Psikhol Nauk Obrazov, V22, P71, DOI 10.17759/pse.2017220109.
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   Odincova M. A., 2017, SOCIALNO PEDAGOGICHE, P205.
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   Zaharova N. L., 2016, PROBLEMA LICHNOSTI K, P179.
   ZHIRAR R, 2010, KOZEL OTPUSHCHENIYA.}},
Number-of-Cited-References = {{27}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Psikhologicheskaya Nauka Obrazovanie-Psychol. Sci. Educ.}},
Doc-Delivery-Number = {{GG8AI}},
Unique-ID = {{ISI:000432919500004}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@incollection{ ISI:000432395800013,
Author = {Hernandez-Saca, David I. and Kahn, Laurie Gutmann and Cannon, Mercedes
   A.},
Editor = {{Fischman, GE and Powers, JM and Tefera, AA}},
Title = {{Intersectionality Dis/ability Research: How Dis/ability Research in
   Education Engages Intersectionality to Uncover the Multidimensional
   Construction of Dis/abled Experiences}},
Booktitle = {{REVIEW OF RESEARCH IN EDUCATION, VOL 42: THE CHALLENGES AND
   POSSIBILITIES OF INTERSECTIONALITY IN EDUCATION RESEARCH}},
Series = {{Review of Research in Education}},
Year = {{2018}},
Volume = {{42}},
Pages = {{286-311}},
Abstract = {{The purpose of this chapter is to systematically review the research
   within the field of education that explicitly examined how various
   social constructions of identity intersect with dis/ability to
   qualitatively affect young adults' experiences by asking the following
   question: What are the key findings in education research focusing on
   youth and young adults with disabilities who are multiply situated in
   terms of race, gender, social class, sexual orientation, or other social
   markers? Our conceptual framework included a sociohistorical approach
   that culled from intersectionality and disability studies in education
   that centered on the intersectional lived experiences of youth within
   K-16 educational contexts. In our research, we found 10 qualifying
   studies that illuminated how youth create meaning along the lines of
   their disabilities and their intersections, and we summarized these
   within the following three themes: (a) navigate intersectional
   disability discourses, (b) present their dis/ability oppression as
   intersectional, and (c) engage in their identity meaning making as a
   form of intersectional discourse. We conclude by situating these
   findings within the larger body of intersectionality disability studies
   in education research and provide future implications.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, NEWBURY PK, CA 91320 USA}},
Type = {{Article; Book Chapter}},
Language = {{English}},
Affiliation = {{Hernandez-Saca, DI (Reprint Author), Univ Northern Iowa, Cedar Falls, IA 50614 USA.
   Hernandez-Saca, David I., Univ Northern Iowa, Cedar Falls, IA 50614 USA.
   Kahn, Laurie Gutmann, Moravian Coll, Bethlehem, PA USA.
   Cannon, Mercedes A., Indiana Univ Purdue Univ, Outreach Compliance \& Serv, Indianapolis, IN 46202 USA.}},
DOI = {{10.3102/0091732X18762439}},
ISSN = {{0091-732X}},
Keywords-Plus = {{LEARNING-DISABILITY; YOUNG-WOMEN; DIFFERENCE; CULTURE; GENDER; RACE;
   DISPROPORTIONALITY; RACIALIZATION; UNIVERSITY; CRITIQUE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
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   Trainor AA, 2008, J SPEC EDUC, V42, P148, DOI 10.1177/0022466907313346.
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   Wetherell M., 2012, AFFECT EMOTION NEW S.}},
Number-of-Cited-References = {{81}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Rev. Res. Educ.}},
Doc-Delivery-Number = {{BK1XF}},
Unique-ID = {{ISI:000432395800013}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000432486100007,
Author = {Shakespeare, Tom and Cooper, Harriet and Bezmez, Dikmen and Poland,
   Fiona},
Title = {{Rehabilitation as a Disability Equality Issue: A Conceptual Shift for
   Disability Studies?}},
Journal = {{SOCIAL INCLUSION}},
Year = {{2018}},
Volume = {{6}},
Number = {{1}},
Pages = {{61-72}},
Abstract = {{Rehabilitation is a controversial subject in disability studies, often
   discussed in terms of oppression, normalisation, and unwanted intrusion.
   While there may be good reasons for positioning rehabilitation in this
   way, this has also meant that, as a lived experience, it is
   under-researched and neglected in disabilities literature, as we show by
   surveying leading disability studies journals. With some notable
   exceptions, rehabilitation research has remained the preserve of the
   rehabilitation sciences, and such studies have rarely included the
   voices of disabled people themselves, as we also demonstrate by
   surveying a cross-section of rehabilitation science literature. Next,
   drawing on new research, we argue for reframing access to rehabilitation
   as a disability equality issue. Through in-depth discussion of two case
   studies, we demonstrate that rehabilitation can be a tool for inclusion
   and for supporting an equal life. Indeed, we contend that rehabilitation
   merits disability researchers' sustained engagement, precisely to ensure
   that a `right-based rehabilitation' policy and practice can be
   developed, which is not oppressive, but reflects the views and
   experiences of the disabled people who rehabilitation should serve.}},
Publisher = {{COGITATIO PRESS}},
Address = {{RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Shakespeare, T (Reprint Author), Univ East Anglia, Norwich Med Sch, Norwich NR4 7TJ, Norfolk, England.
   Shakespeare, Tom; Cooper, Harriet; Poland, Fiona, Univ East Anglia, Norwich Med Sch, Norwich NR4 7TJ, Norfolk, England.
   Bezmez, Dikmen, Koc Univ, Coll Social Sci \& Humanities, TR-34450 Istanbul, Turkey.}},
DOI = {{10.17645/si.v6i1.1175}},
ISSN = {{2183-2803}},
Keywords = {{concept; disability; equality; rehabilitation; rights}},
Keywords-Plus = {{SPINAL-CORD-INJURY; CEREBRAL-PALSY; HEALTH-CARE; EXPERIENCE; PEOPLE;
   PERSPECTIVES; RIGHTS; LIFE; DISRUPTION; PARADOX}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{tom.shakespeare@uea.ac.uk
   h.cooper@uea.ac.uk
   dbezmez@ku.edu.tr
   f.poland@uea.ac.uk}},
Funding-Acknowledgement = {{Collaboration for Leadership in Applied Health Research and Care
   (CLAHRC) in the East of England; European Union's Horizon research and
   innovation programme {[}701075]}},
Funding-Text = {{Harriet Cooper's project about rights-based rehabilitation received
   funding from the Collaboration for Leadership in Applied Health Research
   and Care (CLAHRC) in the East of England. Dikmen Bezmez' project about
   the role of the family in rehabilitation has received funding from the
   European Union's Horizon 2020 research and innovation programme under
   grant agreement No. 701075. We acknowledge the contribution of Swati
   Kale and Kate Lee in conducting these two research projects.}},
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   2011, WORLD REP DIS, P1.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Soc. Incl.}},
Doc-Delivery-Number = {{GG1YQ}},
Unique-ID = {{ISI:000432486100007}},
OA = {{DOAJ Gold, Green Accepted, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000432298700005,
Author = {Holden, Michael and Kitchen, Julian},
Title = {{Where Are We Now? Changing Admission Rates for Underrepresented Groups
   in Ontario Teacher Education}},
Journal = {{CANADIAN JOURNAL OF EDUCATIONAL ADMINISTRATION AND POLICY}},
Year = {{2018}},
Number = {{185}},
Pages = {{45-60}},
Abstract = {{Equitable representation is an ongoing challenge for Canadian teacher
   education. While university educators recognize that a diverse teaching
   force supports both student outcomes and teacher retention, various
   groups - including first-generation students, students with
   disabilities, students of Aboriginal descent, and other racialized
   minorities - are underrepresented in Ontario's colleges and
   universities. Further, while many Canadian teacher education programs
   identify equity and diversity as key values, these values do not always
   result in rates of representation that reflect the student population.
   This study therefore examines the changes in application and acceptance
   rates of self-identifying underrepresented groups in Ontario's new
   four-semester teacher education programs. Such data will enable teacher
   educators to better understand rates of representation, and will be of
   interest to stakeholders from across Canada as they work to address the
   complex task of increasing equity and access for underrepresented groups
   in their programs.}},
Publisher = {{UNIV MANITOBA, DEPT EDUCATIONAL ADM, FOUNDATIONS \& PSYCHOLOGY}},
Address = {{C/O KEVIN L SEIGERT, ED, WINNIPEG, AB R3T 2N2, CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Holden, M (Reprint Author), Brock Univ, St Catharines, ON, Canada.
   Holden, Michael; Kitchen, Julian, Brock Univ, St Catharines, ON, Canada.}},
ISSN = {{1207-7798}},
Keywords = {{access; equity; teacher education; underrepresented groups; admissions}},
Keywords-Plus = {{AFFIRMATIVE-ACTION; COLLEGE ADMISSIONS; EQUITY; RACE; ACCESS; STUDENTS;
   JUSTICE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Funding-Acknowledgement = {{Ministry of Advanced Skills and Educational Development (MAESD) through
   the Ontario Human Capital Research and Innovation Fund (OHCRIF)}},
Funding-Text = {{This study was funded by the Ministry of Advanced Skills and Educational
   Development (MAESD) through the Ontario Human Capital Research and
   Innovation Fund (OHCRIF).}},
Cited-References = {{Archibald J., 2002, TEACHER RECRUITMENT.
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Number-of-Cited-References = {{58}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Can. J. Educ. Adm. Policy}},
Doc-Delivery-Number = {{GF9LJ}},
Unique-ID = {{ISI:000432298700005}},
DA = {{2020-03-18}},
}

@article{ ISI:000431406700008,
Author = {Ruswick, Brent and Simon, Elliott W.},
Title = {{INDUSTRY, IMPROVEMENT, AND INTELLECTUAL DISABILITY: FINDING THE HOPES
   AND FEARS OF PARENTS AND SUPERINTENDENTS AT THE PENNSYLVANIA TRAINING
   SCHOOL}},
Journal = {{JOURNAL OF THE GILDED AGE AND PROGRESSIVE ERA}},
Year = {{2018}},
Volume = {{17}},
Number = {{1}},
Pages = {{145-169}},
Month = {{JAN}},
Abstract = {{This article examines late nineteenth-century preadmission records taken
   at the Pennsylvania Training School in order to better understand the
   biographical and medical characteristics of persons seeking admission to
   this prominent school for the ``feeble-minded.{''} It draws on those
   records to then explore how guardians and the superintendent assessed
   the likelihood and nature of educational improvement. A pioneering
   institution for the education of people with intellectual disability,
   the Training School, generally known as ``Elwyn,{''} kept extensive
   biographical and etiological records that contain a previously untapped
   wealth of data. These records offer valuable insight into parents'
   understanding of their children's disability, their hopes for
   improvement, and opinions of what would constitute a successful,
   productive life. The authors use the records to develop a statistical
   profile of the characteristics of applicants that superintendent Dr.
   Martin Barr would deem most likely to improve from instruction, and a
   similar profile for those deemed incapable of improvement. We situate
   our analysis of the records within the Gilded Age context of anxieties
   surrounding the state of public education and worker productivity in an
   industrial economy. In the field of disability studies, the article adds
   to our understanding of how superintendents constructed and applied the
   ``medical model{''} of disability and its tension with the lived social
   experience of disability.}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ruswick, B (Reprint Author), West Chester Univ Penn, Hist, W Chester, PA 19382 USA.
   Ruswick, B (Reprint Author), West Chester Univ Penn, Social Studies Educ, W Chester, PA 19382 USA.
   Ruswick, Brent, West Chester Univ Penn, Hist, W Chester, PA 19382 USA.
   Ruswick, Brent, West Chester Univ Penn, Social Studies Educ, W Chester, PA 19382 USA.
   Simon, Elliott W., Elwyn, Res \& Qual Improvement, Media, PA USA.}},
DOI = {{10.1017/S1537781417000585}},
ISSN = {{1537-7814}},
EISSN = {{1943-3557}},
Keywords-Plus = {{GENETICS}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{BRuswick@wcupa.edu
   Elliott\_Simon@elwyn.org}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Gilded Age Progress Era}},
Doc-Delivery-Number = {{GE7IL}},
Unique-ID = {{ISI:000431406700008}},
DA = {{2020-03-18}},
}

@article{ ISI:000431537200006,
Author = {McCloskey, Erin},
Title = {{Ratio profiling: the discursive construction of the continuum of
   alternative placements}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{5}},
Pages = {{763-782}},
Abstract = {{This study highlights how the continuum of alternative placements, a
   requirement of U.S. federal legislation to ensure that students with
   disabilities are educated in the least restrictive environment, becomes
   a discursive tool to exert power. Using institutional ethnography, the
   researcher investigates the experiences of one set of parents who are
   experiencing conflict with their school district's special education
   administrator over the placement of their child with autism. The use of
   Critical Discourse Analysis to examine the discussion shows how the
   continuum of alternative placements is used to create problematic,
   one-dimensional profiles of students with disabilities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McCloskey, E (Reprint Author), Vassar Coll, Educ, Poughkeepsie, NY 12601 USA.
   McCloskey, Erin, Vassar Coll, Educ, Poughkeepsie, NY 12601 USA.}},
DOI = {{10.1080/09687599.2018.1453784}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability studies in education; institutional ethnography; special
   education policy; critical discourse analysis; least restrictive
   environment}},
Keywords-Plus = {{LEAST RESTRICTIVE ENVIRONMENT; CRITICAL DISCOURSE ANALYSIS;
   SPECIAL-EDUCATION; CHALLENGING BEHAVIOR; AUTISM; STUDENTS; SPECTRUM;
   PERSPECTIVES; DISABILITY; DIFFERENCE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{ermccloskey@vassar.edu}},
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   Orsati FT, 2013, INT J INCLUSIVE EDUC, V17, P507, DOI 10.1080/13603116.2012.689016.
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   Rogers R, 2002, ANTHROPOL EDUC QUART, V33, P213, DOI 10.1525/aeq.2002.33.2.213.
   ROGERS R, 2003, CRITICAL DISCOURSE A.
   Ruppar AL, 2011, RES PRACT PERS SEV D, V36, P11, DOI 10.2511/rpsd.36.1-2.11.
   Sequenzia A, 2012, LOUD HANDS AUTISTIC, P159.
   Sethi B, 2012, DISABIL SOC, V27, P717, DOI 10.1080/09687599.2012.686878.
   Simon J. B., 2006, TEACH EDUC SPEC EDUC, V29, P225, DOI DOI 10.1177/088840640602900403.
   Skrtic T., 1992, SPECIAL ED CENTURYS, P203.
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   Smith Dorothy, 2005, I ETHNOGRAPHY SOCIOL.
   Spann F. J., 2003, FOCUS AUTISM OTHER D, V18, P228, DOI DOI 10.1177/10883576030180040401.
   Taylor SJ, 2004, RES PRACT PERS SEV D, V29, P218, DOI 10.2511/rpsd.29.4.218.
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   Taylor SJ, 2001, J INTELLECT DEV DIS, V26, P15, DOI 10.1080/13668250020032741.
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   van Dijk T, 2003, HDB DISCOURSE ANAL, P353.
   Wheeler M, 2011, DISABIL SOC, V26, P839, DOI 10.1080/09687599.2011.618739.
   Winter P., 2012, LOUD HANDS AUTISTIC, P115.
   Young LL, 2012, DISABIL SOC, V27, P291, DOI 10.1080/09687599.2011.644937.
   Zeitlin VM, 2014, DISABIL SOC, V29, P373, DOI 10.1080/09687599.2013.776493.}},
Number-of-Cited-References = {{68}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{GE9GE}},
Unique-ID = {{ISI:000431537200006}},
DA = {{2020-03-18}},
}

@article{ ISI:000431537200013,
Author = {Ogburn, Carolyn},
Title = {{Disability studies and the environmental humanities: toward an eco-crip
   theory}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{5}},
Pages = {{821-823}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Ogburn, C (Reprint Author), Univ North Carolina Asheville, Asheville, NC 28804 USA.
   Ogburn, Carolyn, Univ North Carolina Asheville, Asheville, NC 28804 USA.}},
DOI = {{10.1080/09687599.2018.1443589}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{caogburn@unca.edu}},
Cited-References = {{Amulya Malladi, 2003, BREATH FRESH AIR.
   Mel Y. Chen, 2012, ANIMACIES BIOPOLITIC.
   Ray SJ, 2017, DISABILITY STUDIES AND THE ENVIRONMENTAL HUMANITIES: TOWARD AN ECO-CRIP THEORY, P1, DOI 10.2307/j.ctt1p6jht5.
   Sinha I., 2009, ANIMALS PEOPLE.}},
Number-of-Cited-References = {{4}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{GE9GE}},
Unique-ID = {{ISI:000431537200013}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000431346900015,
Author = {Loutensock, Kristen},
Title = {{Neurotribes: The Legacy of Autism and the Future of Neurodiversity}},
Journal = {{JOURNAL OF THE HISTORY OF MEDICINE AND ALLIED SCIENCES}},
Year = {{2018}},
Volume = {{73}},
Number = {{1}},
Pages = {{116-118}},
Month = {{JAN}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Loutensock, K (Reprint Author), UW Madison, Dept Gender \& Womens Studies, 3414 Sterling Hall,475 N Charter St, Madison, WI 53706 USA.
   Loutensock, Kristen, UW Madison, Dept Gender \& Womens Studies, 3414 Sterling Hall,475 N Charter St, Madison, WI 53706 USA.}},
DOI = {{10.1093/jhmas/jrx023}},
ISSN = {{0022-5045}},
EISSN = {{1468-4373}},
Keywords = {{Autism; Biodiversity; Disability Studies; Eugenics; Technology and
   Medicine}},
Research-Areas = {{Health Care Sciences \& Services; History \& Philosophy of Science}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; History \& Philosophy Of Science}},
Cited-References = {{Silberman Steve, 2015, NEUROTRIBES LEGACY A.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Hist. Med. Allied Sci.}},
Doc-Delivery-Number = {{GE6OA}},
Unique-ID = {{ISI:000431346900015}},
DA = {{2020-03-18}},
}

@article{ ISI:000431127700002,
Author = {Culver, Diane M. and Werthner, Penny},
Title = {{Voices: para athletes speak}},
Journal = {{QUALITATIVE RESEARCH IN SPORT EXERCISE AND HEALTH}},
Year = {{2018}},
Volume = {{10}},
Number = {{2}},
Pages = {{167-175}},
Abstract = {{Qualitative researchers in the social sciences have been benefitting
   from using poetic forms to analyse and represent their research findings
   for about two decades now and, while still not common, recently noted
   that sensory research has made a debut in sport. In line with
   Fitzgerald's recommendation that voice be given to young people living
   with disabilities, the following poems were co-constructed from the
   words of 15 parasport athletes from 10 sports (individual and team)
   combined with the researchers' interpretation. As participants in sport
   for persons with physical disabilities, the athletes were asked to talk
   about the characteristics of a successful coach. The poems touch on
   traits such as empathy, understanding of disabilities, good listening
   skills and trying to put oneself in the shoes of the athlete. Rather
   than telling, the poems hope to show readers what is important for
   coaching disability sport. Following the poems, a reflective note is
   offered for each poem. While couched in the literature related to coach
   development and not disability studies, the poems help fill a hole in
   the literature about the experiences of the agents at the centre of a
   social relational model perspective of parasport coach development.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Culver, DM (Reprint Author), Univ Ottawa, Sch Human Kinet, Fac Hlth Sci, Ottawa, ON, Canada.
   Culver, Diane M., Univ Ottawa, Sch Human Kinet, Fac Hlth Sci, Ottawa, ON, Canada.
   Werthner, Penny, Univ Calgary, Fac Kinesiol, Calgary, AB, Canada.}},
DOI = {{10.1080/2159676X.2017.1393004}},
ISSN = {{2159-676X}},
EISSN = {{2159-6778}},
Keywords = {{Disability sport; coaching; effective coaches; athlete preferences;
   poetic representation}},
Keywords-Plus = {{POETIC REPRESENTATIONS; QUALITATIVE RESEARCH; SPORT; ELITE; LIFE;
   DISABILITY; NARRATIVES; KNOWLEDGE; INQUIRY}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism}},
Author-Email = {{dculver@uottawa.ca}},
ORCID-Numbers = {{Culver, Diane M/0000-0002-8117-2722}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC) {[}410-2011-0514]}},
Funding-Text = {{This work was supported by the Social Sciences and Humanities Research
   Council of Canada under {[}grant number 410-2011-0514].}},
Cited-References = {{Adame A., 2011, QUALITATIVE RES PSYC, V8, P370.
   Atkinson P., 2017, THINKING ETHNOGRAPHI.
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   Brady I., 2005, SAGE HDB QUALITATIVE, P979.
   Braun V., 2006, QUALITATIVE RES PSYC, V3, P77, DOI DOI 10.1191/1478088706QP0630A.
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   Fitzgerald H, 2009, INT STUD PHYS EDUC Y, P1.
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   Janesick V. J., 2010, ORAL HIST QUALITATIV.
   Keyes MS, 2011, CULT STUD-CRIT METHO, V11, P511, DOI 10.1177/1532708611423214.
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   Sparkes A. C., 2014, QUALITATIVE RES METH.
   Sparkes AC, 2003, SPORT EDUC SOC, V8, P153, DOI 10.1080/13573320309256.
   SPARKES AC, 2002, TELLING TALES SPORT.
   Sparkes AC, 2007, SPORT PSYCHOL, V21, P170, DOI 10.1123/tsp.21.2.170.
   Sparkes AC, 2016, ROUT INT HANDB, P343.
   Standing Senate Committee on Human Rights-Government of Canada, 2012, LEV PLAYING FIELD NA.
   Taylor S., 2015, PSYCHOL EFFECTIVE CO, P91.
   Taylor SL, 2014, INT SPORT COACH J, V1, P127, DOI 10.1123/iscj.2013-0005.
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   TURNER RJ, 1988, J HEALTH SOC BEHAV, V29, P23, DOI 10.2307/2137178.
   Vanlandewijck Y., 2004, PARALYMPIC GAMES 196.}},
Number-of-Cited-References = {{43}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Qual. Res. Sport Exerc. Health}},
Doc-Delivery-Number = {{GE3QL}},
Unique-ID = {{ISI:000431127700002}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000430155200008,
Author = {Boval, Joanna and Kennedy, Sheila},
Editor = {{Sweet, E and StrobelGower, W and Heltzel, CE}},
Title = {{Laboratory Safety for All: Accommodating Students with Disabilities in
   Chemistry Teaching Laboratories}},
Booktitle = {{ACCESSIBILITY IN THE LABORATORY}},
Series = {{ACS Symposium Series}},
Year = {{2018}},
Volume = {{1272}},
Pages = {{99-115}},
Note = {{Symposium on Americans with Disabilities Act and Accommodations in the
   Laboratory / 252nd American-Chemical-Society Meeting, Philadelphia, PA,
   AUG 21-25, 2016}},
Organization = {{Amer Chem Soc, Div Chem Hlth \& Safety}},
Abstract = {{As more students with disabilities study STEM fields, universities must
   re-examine laboratory programs and environments to ensure accessibility.
   At UC San Diego, the Office for Students with Disabilities and the
   Chemistry \& Biochemistry Teaching Laboratories work with the faculty,
   instructors and teaching assistants to meet students' needs while
   maintaining the health and safety of all laboratory participants.
   Academically qualified students come into chemistry laboratory courses
   with a variety of abilities and challenges. Some arrive with chronic
   health issues; some have physical limitations such as low vision,
   restricted reach or grasp strength; some have mobility issues. At the
   University of California, San Diego (UC San Diego), the Department of
   Chemistry \& Biochemistry (CHEM) and the Office for Students with
   Disabilities (OSD) work with the faculty, instructors and teaching
   assistants to provide an accessible laboratory experience for all
   students. Our best success stems from out-of-the-box thinking,
   collaboration and adherence to a few basic guidelines.}},
Publisher = {{AMER CHEMICAL SOC}},
Address = {{1155 SIXTEENTH ST NW, WASHINGTON, DC 20036 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Kennedy, S (Reprint Author), Univ Calif San Diego, Chem \& Biochem Dept, Teaching Labs, 9500 Gilman Dr MC0303, La Jolla, CA 92093 USA.
   Boval, Joanna, Univ Calif San Diego, Off Students Disabil, 9500 Gilman Dr MC0019, La Jolla, CA 92093 USA.
   Kennedy, Sheila, Univ Calif San Diego, Chem \& Biochem Dept, Teaching Labs, 9500 Gilman Dr MC0303, La Jolla, CA 92093 USA.}},
ISSN = {{0097-6156}},
EISSN = {{1947-5918}},
ISBN = {{978-0-8412-3276-1}},
Research-Areas = {{Chemistry}},
Web-of-Science-Categories  = {{Chemistry, Multidisciplinary}},
Author-Email = {{slkennedy@ucsd.edu}},
Cited-References = {{{[}Anonymous], MENT HLTH NUMB.
   Center for Universal Design, 1997, PRINC UN DES VERS 2.
   Howard L., 2013, INCLUDING STUDENTS D.
   Kennedy S. M., 2016, 252 NAT M AM CHEM SO.
   Kennedy S. M, 2014, 248 NAT M AM CHEM SO.
   Kennedy S, 2013, J CHEM HEALTH SAF, V20, P35, DOI 10.1016/j.jchas.2012.08.001.
   Zubrick J.W, 2014, ORGANIC CHEM LAB SUR.}},
Number-of-Cited-References = {{7}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{ACS Symp. Ser.}},
Doc-Delivery-Number = {{BK0AT}},
Unique-ID = {{ISI:000430155200008}},
DA = {{2020-03-18}},
}

@article{ ISI:000429811500002,
Author = {Haiachi, Marcelo de Castro and Barros, Victor F. A. and Patatas,
   Jacqueline Martins and Mello, Julio Brugnara},
Title = {{DIFFERENT VIEWS ON SPORT FOR PEOPLE WITH DISABILITIES: CHALLENGES,
   INNOVATIONS AND REALITY}},
Journal = {{CADERNOS EDUCACAO TECNOLOGIA E SOCIEDADE}},
Year = {{2018}},
Volume = {{11}},
Number = {{1}},
Pages = {{3-13}},
Abstract = {{Research on people with disabilities can create, per times, strangeness
   and discomfort. However, it is necessary to encourage and bring to the
   fore debates about how the lives of people with disabilities in society
   are thought. In this sense, this special issue brings to our readers
   original articles on relevant topics in health sciences and sports for
   people with disabilities. Within this large area, the reader can go
   through themes such as: public policies for people with disabilities;
   social and sports programs for people with disabilities; physical
   activity and health for people with disabilities; high performance
   sports for people with disabilities; technological innovations in favour
   of new teaching-learning processes for people with disabilities;
   universities and their role in training human resources to work with
   people with disabilities; disabilities, women and sports; the media's
   view on the disability and the para-athlete; and the social legacy of
   the sport for people with disabilities. In this section we also bring a
   presentation of the Brazilian Journal of Education, Technology and
   Society (BRAJETS) and its main evaluation processes for the publication
   of scientific articles. We invite all our readers to check out this
   special issue which was prepared and written by researchers and
   professors with expertise in sport to people with disabilities studies.
   We wish you an enjoyable reading!}},
Publisher = {{INST FED EDUCATION, SCIENCE \& TECHNOLOGY OF GOIAS, CAMPUS INHUMAS}},
Address = {{COLL AVE, SN, VALLEY GOIABEIRAS, ATHENA LIB, INHUMAS, GOIAS 75400-000,
   BRAZIL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Haiachi, MD (Reprint Author), Univ Fed Sergipe, Sao Cristovao, SE, Brazil.
   Haiachi, Marcelo de Castro, Univ Fed Sergipe, Sao Cristovao, SE, Brazil.
   Barros, Victor F. A., Univ Minho UMinho, Guimaraes, Portugal.
   Patatas, Jacqueline Martins, VUB, Brussels, Belgium.
   Mello, Julio Brugnara, Univ Fed Rio Grande do Sul, Human Movement Sci, Porto Alegre, RS, Brazil.}},
DOI = {{10.14571/brajets.v11.n1.3-13}},
ISSN = {{2316-9907}},
Keywords = {{sports to people with disabilities; disability and health; disability
   and society}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{haiachi@ufs.br
   vfbarros@dsi.uminho.pt
   jacqueline.patatas@vub.be
   juliobmello@hotmail.com}},
ResearcherID-Numbers = {{Barros, Victor/L-9291-2013}},
ORCID-Numbers = {{Brugnara Mello, Julio/0000-0002-3013-1760
   Barros, Victor/0000-0002-7318-8257}},
Cited-References = {{ANDE, 2017, RIO JAN ASS NAC DESP.
   Azevedo P. H., 2004, REV BRASILEIRA CI MO, V12, P77.
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   REIS R. E., 2018, BRAZILIAN J ED TECHN, V11, P14, DOI {[}10.14571/brajcts.v11.n1.14-21, DOI 10.14571/BRAJCTS.V11.N1.14-21].
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   Ribeiro S. H, 2015, CADERNOS EDUCACAO TE, V8.
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   SEN ADO FEDERAL, 2012, PAR PAR SECS.
   Seron Bruna Barboza, 2015, Rev. Bras. Ciênc. Esporte, V37, P214, DOI 10.1016/j.rbce.2013.09.003.
   Solves J, 2018, CAD EDUC TECNOL SOC, V11, P69, DOI 10.14571/brajets.v11.n1.69-77.
   WHO, 2011, WORLD REPORT ON DISABILITY, P1.
   ZEPPELINI M, 2012, CADERNOS TECNOLOGIA, V9.
   Zoboli F, 2016, CAD EDUC TECNOL SOC, V9.}},
Number-of-Cited-References = {{53}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Cad. Educ. Tecnol. Soc.}},
Doc-Delivery-Number = {{GC5FN}},
Unique-ID = {{ISI:000429811500002}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000429811500013,
Author = {Kirakosyan, Lyusyena and Seabra Junior, Manoel Osmar},
Title = {{EXPLORING THE SOCIAL LEGACY OF PARALYMPIC GAMES FOR DISABLED PEOPLE}},
Journal = {{CADERNOS EDUCACAO TECNOLOGIA E SOCIEDADE}},
Year = {{2018}},
Volume = {{11}},
Number = {{1}},
Pages = {{136-147}},
Abstract = {{While the concept of legacy of sporting mega-events has been highly
   debated and filled with the promise to deliver tangible and measurable
   benefits, in the context of the Paralympics, defining legacy has been a
   challenge, due to a lack of universally understood and accepted nature
   and objectives of the Paralympic Games themselves. Although many authors
   and disability rights activists expect the Paralympics to accelerate
   agenda of inclusion of disabled people, a growing number of studies
   found that the Paralympics misrepresent disability and the reality of
   disabled people, and consequently reinforce negative stereotypes.
   Informed by critical disability studies, the central research aim of
   this article is to examine the social legacies of the 2012 and 2016
   Paralympic Games for disabled people as identified in the media coverage
   of three selected periodicals, The Guardian, and O Globo. The article
   presents a summary of the qualitative analysis of the media coverage
   related to the topic of Paralympic legacy and disability rights,
   highlights its central themes and offers a discussion of the findings
   through the lens of critical disability studies.}},
Publisher = {{INST FED EDUCATION, SCIENCE \& TECHNOLOGY OF GOIAS, CAMPUS INHUMAS}},
Address = {{COLL AVE, SN, VALLEY GOIABEIRAS, ATHENA LIB, INHUMAS, GOIAS 75400-000,
   BRAZIL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kirakosyan, L (Reprint Author), Virginia Tech, Inst Policy \& Governance, Blacksburg, VA 24061 USA.
   Kirakosyan, Lyusyena, Virginia Tech, Inst Policy \& Governance, Blacksburg, VA 24061 USA.
   Seabra Junior, Manoel Osmar, Univ Estadual Paulista UNESP, Presidente Prudente, SP, Brazil.}},
DOI = {{10.14571/brajets.v11.n1.136-147}},
ISSN = {{2316-9907}},
Keywords = {{Paralympics; legacy; disability rights; critical disability theory;
   social inclusion}},
Keywords-Plus = {{DISABILITY; SPORT; MEDIA}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{lyusyena@vt.edu
   seabrajr.unesp@gmail.com}},
ResearcherID-Numbers = {{Kirakosyan, Lyusyena/L-2483-2019
   }},
ORCID-Numbers = {{Kirakosyan, Lyusyena/0000-0002-0965-7688
   Seabra Junior, Manoel Osmar/0000-0002-8429-2180}},
Cited-References = {{Agha N, 2012, SPORT MANAG REV, V15, P125, DOI 10.1016/j.smr.2011.08.004.
   ALENCASTRO C., 2016, ESTADAO.
   ALEXANDRINO R, 2016, GLOBO.
   {[}Anonymous], 2016, GLOBO.
   AROUND THE RINGS, RIO 2016 PAR SMASH A.
   ASHLEY J, 2016, GUARDIAN.
   Beresford Peter, 2012, GUARDIAN.
   Blauwet C.A., 2015, THE FEMALE ATHLETE, P120.
   BRAYE S., 2015, IMPACT THE2012 OLYMP.
   Braye S, 2013, DISABIL SOC, V28, P984, DOI 10.1080/09687599.2012.748648.
   BRETHERTON P., 2014, OLYMPISM OLYMPIC ED, P280.
   BRITTAIN I, 2011, PARALYMPIC LEGACIES, P35.
   Brittain I, 2016, J SPORT SOC ISSUES, V40, P499, DOI 10.1177/0193723516655580.
   BURNIP L., 2013, GUARDIAN.
   BURNS J, 2012, 2012 IASSID WORLD C.
   Bush A, 2013, REFLECT PRACT, V14, P632, DOI 10.1080/14623943.2013.835721.
   Butler P., 2012, GUARDIAN.
   CATCHPOLE L, 2016, GUARDIAN.
   CRAVEN P, 2016, UN CHRONICLE, P10.
   CRESNXTELL J. W, 2009, RES DESIGN QUALITATI.
   Denzin N. K., 2008, LANDSCAPE QUALITATIV.
   Dickson T. J., 2011, Journal of Sport \& Tourism, V16, P285, DOI 10.1080/14775085.2011.635014.
   DOLZAN M., 2016, ESTADAO.
   EDWARDS A., 2008, PARALYMPIC GAMES EMP, P246.
   FAVERO P, 2016, ESTADAO.
   Franca R., 2016, GLOBO.
   GARCIA N., 2016, ESTADAO.
   Gibson Owen., 2012, GUARDIAN.
   GILBERT J, 2016, CHRISTIAN SCI MONITO.
   Girginov V., 2008, International Journal of the History of Sport, V25, P2091, DOI 10.1080/09523360802439015.
   Gold JR, 2011, PLAN HIST ENVIRON SE, P108.
   HAIACHI M. C., 2013, EDUCACAO FISICA INCL, P211.
   HODGES C. E. M., 2015, RE FRAMING DISABILIT, P189.
   Holt R, 2015, ROUTLEDGE HDB SPORT, P1.
   Howe PD, 2008, INT REV SOCIOL SPORT, V43, P135, DOI 10.1177/1012690208095376.
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   Jones R., 2012, GUARDIAN.
   KIRAKOSYAN L., 2013, THESIS.
   Legg D., 2011, PARALYMPIC LEGACIES.
   McGuinness M, 2015, PALGRAVE PIVOT, P72, DOI 10.1057/9781137405081.0008.
   MENEZES G, 2016, GLOBO.
   Misener L, 2013, J SPORT MANAGE, V27, P329, DOI 10.1123/jsm.27.4.329.
   Pothier Dianne, 2006, CRITICAL DISABILITY.
   Preuss H., 2007, Journal of Sport Tourism, V12, P207, DOI 10.1080/14775080701736957.
   Purdue DEJ, 2012, QUAL RES SPORT EXERC, V4, P189, DOI 10.1080/2159676X.2012.685102.
   RACY S., 2016, ESTADAO.
   RANKIN N, 2016, SPORT DEV.
   RIBEIRO F. T, 2011, PARALYMPIC LEGACIES, P155.
   Marques RFR, 2014, MOVIMENTO-PORTO ALEG, V20, P989.
   ROJO L. F, 2015, GLOBO.
   RYAN F, 2013, GUARDIAN.
   Shakespeare T., DISABILITY RIGHTS WR.
   TEIXEIRA F, 2016, GLOBO.
   VENTlltik L. A. S., 2016, ESTADAO.
   VENTURA L. A. S., 2014, ESTADAO.
   VENTURA L. A. S., 2016, ESTADAO.
   VENTURA Z, 2016, GLOBO.
   Walker P., 2012, GUARDIAN.
   Wood C., 2013, ONE YEAR REV CULTURA.}},
Number-of-Cited-References = {{59}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Cad. Educ. Tecnol. Soc.}},
Doc-Delivery-Number = {{GC5FN}},
Unique-ID = {{ISI:000429811500013}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000430087300004,
Author = {Ploskonka, Mitchell},
Title = {{``See the Wild Man Two Bits{''} James Robert, Disability, and Personhood
   in Blood Meridian}},
Journal = {{CORMAC MCCARTHY JOURNAL}},
Year = {{2018}},
Volume = {{16}},
Number = {{1}},
Pages = {{55-72}},
Abstract = {{This article seeks to situate James Robert, the idiot in Blood Meridian,
   within the larger contextual and literary history of idiocy. The robust
   field of disability studies is employed to help interpret a
   conspicuously overlooked character in McCarthy scholarship. In order to
   stress Robert's conformity to and deviation from the novel's ableist
   social constructions, physical disability is discussed in relation to
   the scalp hunters. Next, a history of idiocy in America and a discussion
   on literary idiots leads to a discussion of James Robert's function in
   the text, his relationship with Judge Holden, and the question of
   personhood in the novel.}},
Publisher = {{PENN STATE UNIV PRESS}},
Address = {{820 NORTH UNIV DRIVE, U S B 1, STE C, UNIVERSITY PK, PA 16802 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ploskonka, M (Reprint Author), Michigan State Univ, E Lansing, MI 48824 USA.
   Ploskonka, Mitchell, Michigan State Univ, E Lansing, MI 48824 USA.}},
ISSN = {{2333-3073}},
EISSN = {{2333-3065}},
Keywords = {{Cormac McCarthy; Blood Meridian; disability studies; James Robert;
   idiocy}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, American}},
Cited-References = {{CANETTI ELIAS, 1984, CROWDS POWER.
   Davis LJ, 2017, DISABILITY STUDIES READER, 5TH EDITION, P1.
   Estes Andrew Keller, 2013, C MCCARTHY WRITING A.
   Faulkner W., 2011, SOUND FURY.
   Garland Thomson, 2004, POLITICS STARING VIS, P56.
   Halliwell Martin, 2004, IMAGES IDIOCY IDIOT.
   Mitchell D. T., 2006, CULTURAL LOCATIONS.
   O'Connor Flannery, 2007, WISE BLOOD.
   Prescott Orville, 1965, NY TIMES.
   Thomson Garland, 2002, NWSA J, V14, P1.
   Trent J. W, 1995, INVENTING FEEBLE MIN.}},
Number-of-Cited-References = {{11}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Cormac Mccarthy J.}},
Doc-Delivery-Number = {{GC8ZM}},
Unique-ID = {{ISI:000430087300004}},
DA = {{2020-03-18}},
}

@article{ ISI:000429473400003,
Author = {Goodley, Dan and Liddiard, Kirsty and Runswick-Cole, Katherine},
Title = {{Feeling disability: theories of affect and critical disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{2}},
Pages = {{197-217}},
Abstract = {{This paper explores connections between affect studies and critical
   disability studies. Our interest in affect is sparked by the beginnings
   of a new research project that seeks to illuminate the lives, hopes and
   desires of young people with `life-limiting' or `life-threatening'
   impairments. Cultural responses to these young people are shaped by
   dominant discourses associated with lives lived well and long. Before
   commencing our empirical work with young people we use this paper to
   think through how we might conceptualise affect and disability. We
   present three themes; ontological invalidation in neoliberal-able times;
   affect aliens and crip killjoys; disability and resistant assemblages.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Goodley, D (Reprint Author), Univ Sheffield, iHuman, Sheffield, S Yorkshire, England.
   Goodley, D (Reprint Author), Univ Sheffield, Sch Educ, Sheffield, S Yorkshire, England.
   Goodley, Dan; Liddiard, Kirsty, Univ Sheffield, iHuman, Sheffield, S Yorkshire, England.
   Goodley, Dan; Liddiard, Kirsty, Univ Sheffield, Sch Educ, Sheffield, S Yorkshire, England.
   Runswick-Cole, Katherine, Manchester Metropolitan Univ, Res Inst Hlth \& Social Change, Social Change \& Community Well Being Ctr, Manchester, Lancs, England.}},
DOI = {{10.1080/09687599.2017.1402752}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Theory; disability; affect; emotions; life; short lives}},
Keywords-Plus = {{DIMENSIONS; POSTHUMAN; IDENTITY; CRITIQUE; FEMINISM; DEATH}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{d.goodley@sheffield.ac.uk}},
ResearcherID-Numbers = {{Goodley, Dan/K-1391-2014}},
ORCID-Numbers = {{Runswick-Cole, Katherine/0000-0001-9658-9718
   Goodley, Dan/0000-0002-0660-5671}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ES/P001041/1]}},
Funding-Text = {{This work was supported by Economic and Social Research Council {[}grant
   number ES/P001041/1].}},
Cited-References = {{Ahmed S., 2007, NEW FORMATIONS, V63, P7.
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   Braidotti R., 2013, THE POSTHUMAN.
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   Goodley D, 2011, DISABIL SOC, V26, P715, DOI 10.1080/09687599.2011.602863.
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   Gorton Kristyn, 2007, FEMINIST THEORY, V8, P333, DOI DOI 10.1177/1464700107082369.
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   Reeve D., 2008, THESIS LANCASTER.
   Reeves D, 2005, DISABILITY PSYCHOL C, P94.
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   Runswick-Cole K, 2013, DISABLED CHILDRENS C, P105.
   Runswick-Cole K, 2010, DISABIL SOC, V25, P813, DOI 10.1080/09687599.2010.520895.
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   Thomas C., 2007, SOCIOLOGIES DISABILI.
   Tsakiri M., 2016, THESIS U STIRLING.
   Vehmas S, 2014, DISABIL SOC, V29, P638, DOI 10.1080/09687599.2013.831751.
   Watermeyer B., 2013, CONTEXTUAL PSYCHOL D.
   Wetherell M, 2015, BODY SOC, V21, P139, DOI 10.1177/1357034X14539020.
   Williams C, 2003, GENDER WORK ORGAN, V10, P513, DOI 10.1111/1468-0432.00210.
   YOUDELL D., 2011, EMOT SPACE SOC, V4, P144, DOI DOI 10.1016/J.EMOSPA.2011.01.002.}},
Number-of-Cited-References = {{66}},
Times-Cited = {{12}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{GC0NG}},
Unique-ID = {{ISI:000429473400003}},
OA = {{Bronze, Green Accepted, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000429606500010,
Author = {Rutter-Jensen, Chloe},
Title = {{Manufacturing ``Arms{''} or Legs: An Analysis of the Representation of
   Soldiers' Mutilated Bodies in the Colombian Armed Conflict}},
Journal = {{IBEROAMERICANA}},
Year = {{2018}},
Volume = {{18}},
Number = {{67}},
Pages = {{161-178}},
Month = {{JAN-APR}},
Abstract = {{This article examines the widely-circulated images of two disabled
   bodies in the Colombian mass media. This representation of two Colombian
   soldiers disabled by landmines in the armed conflict seems to challenge
   media images of body normativity. In this analysis, I propose that,
   while certainly making visible these bodies, the portraits of the
   soldiers, reproduce normative of masculinity and aesthetic beauty.}},
Publisher = {{VERVUERT VERLAG}},
Address = {{ELISABETHENSTR 3-9, FRANKFURT AM MAIN, 60594, GERMANY}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Rutter-Jensen, C (Reprint Author), Univ Los Andes, Dept Lenguajes \& Estudios Socioculturales, Bogota, Colombia.
   Rutter-Jensen, Chloe, Univ Los Andes, Dept Lenguajes \& Estudios Socioculturales, Bogota, Colombia.}},
DOI = {{10.18441/ibam.18.2018.67.161-178}},
ISSN = {{1577-3388}},
EISSN = {{2255-520X}},
Keywords = {{Critical disability studies; Masculinity; Representation; Colombia}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{chloe@uniandes.edu.co}},
Cited-References = {{Díaz Castillo Luz Ángela, 2005, Rev. Cienc. Salud, V3, P156.
   Fanta Andrea, 2017, TERRITORIES CONFLICT, P147.
   Foucault M., 1977, HIST SEXUALIDAD, VI.
   Guerrero Diego, 2008, TIEMPO.
   Linker Beth, 2011, WARS WASTE.
   Mitchell David T, 2002, DISABILITY STUDIES E, P15.
   Morgan Nick, 2005, PASARELA PARALELA, P44.
   Mulvey L., 1975, SCREEN, V16, P6, DOI DOI 10.1093/SCREEN/16.3.6.
   Rodriguez Dalvard Dominique, 2011, TIEMPO.
   Rueda Fajardo Santiago, 2005, HIPER ULTRA NEO POST.
   Siebers T, 2002, MICH QUART REV, V41, P223.
   Siebers Tobin, 2006, J CULTURAL RELIG THE, V7, P63.
   Viveros Vigoya M., 2002, QUEBRADORES CUMPLIDO.}},
Number-of-Cited-References = {{13}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Iberoamericana}},
Doc-Delivery-Number = {{GC2IW}},
Unique-ID = {{ISI:000429606500010}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000429035000005,
Author = {Baldry, Eileen and Briggs, Damon B. and Goldson, Barry and Russell,
   Sophie},
Title = {{`Cruel and unusual punishment': an inter-jurisdictional study of the
   criminalisation of young people with complex support needs}},
Journal = {{JOURNAL OF YOUTH STUDIES}},
Year = {{2018}},
Volume = {{21}},
Number = {{5}},
Pages = {{636-652}},
Abstract = {{Although several criminologists and social scientists have drawn
   attention to the high rates of mental and cognitive disability amongst
   populations of young people embroiled in youth justice systems, less
   attention has been paid to the ways in which young people with
   disability are disproportionately exposed to processes of
   criminalisation and how the same processes serve to further disable
   them. In this paper, we aim to make a contribution towards filling this
   gap by drawing upon qualitative findings from the Comparative Youth
   Penality Project - an empirical inter-jurisdictional study of youth
   justice and penality in England and Wales and in four Australian states.
   We build on, integrate and extend theoretical perspectives from critical
   disability studies and from critical criminology to examine the presence
   of, and responses to, socio-economically disadvantaged young people with
   multiple disabilities (complex support needs) in youth justice systems
   in our selected jurisdictions. Four key findings emerge from our
   research pertaining to: (i) the criminalisation of disability and
   disadvantage; (ii) the management of children and young people with
   disabilities by youth justice agencies; (iii) the significance of early
   and holistic responses for children and young people with complex
   support needs; and (iv) the inadequate nature of community based
   support.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Russell, S (Reprint Author), Univ New South Wales, Sch Social Sci, Sydney, NSW, Australia.
   Baldry, Eileen; Russell, Sophie, Univ New South Wales, Sch Social Sci, Sydney, NSW, Australia.
   Goldson, Barry, Univ Liverpool, Sch Law \& Social Justice, Dept Sociol Social Policy \& Criminol, Liverpool, Merseyside, England.
   Briggs, Damon B., Univ Roehampton, Dept Social Sci, London, England.}},
DOI = {{10.1080/13676261.2017.1406072}},
ISSN = {{1367-6261}},
EISSN = {{1469-9680}},
Keywords = {{Cognitive disabilities; comparative analysis; complex support needs;
   criminalisation; mental health disorders; youth justice}},
Keywords-Plus = {{TRAUMATIC BRAIN-INJURY; JUVENILE-OFFENDERS; MENTAL-HEALTH; PREVALENCE;
   JUSTICE; DISABILITY}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{sophie.russell@unsw.edu.au}},
Funding-Acknowledgement = {{Australian Research CouncilAustralian Research Council {[}DP 130100184];
   Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ES/J500094/1]; Howard League for Penal Reform}},
Funding-Text = {{This work was supported by Australian Research Council: {[}grant number:
   DP 130100184]; Economic and Social Research Council: {[}grant number:
   ES/J500094/1]; Howard League for Penal Reform.}},
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Number-of-Cited-References = {{71}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Youth Stud.}},
Doc-Delivery-Number = {{GB4MT}},
Unique-ID = {{ISI:000429035000005}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000428808300003,
Author = {Wu, Grace Hui-chuan},
Title = {{Migration and Disability Ku Yu-ling's Our Stories and Return Home}},
Journal = {{CHUNG WAI LITERARY QUARTERLY}},
Year = {{2018}},
Volume = {{47}},
Number = {{1}},
Pages = {{77-114}},
Abstract = {{The essay explores the relation between migration, disability, and
   inter-Asian modernity in Ku Yu-ling's Our Stories and Return Home. With
   an emphasis on the representation of people with work-related
   disabilities, including people who suffer from mental illness caused by
   inhumane working conditions, this essay looks at how Ku's stories of
   disabled migrants unfold the underlying assumption of ableism embedded
   in the cultural practice of transnational labor migration. This essay
   examines how Ku's books retell individual stories of migration that
   foreground the lived experience of bodily difference, both as racial
   markers and physical/mental impairment. This essay asks in what way
   disability studies and migrant narratives converge in Ku's Our Stories
   and Return Home and how Ku's texts manage the relation between
   socioeconomic mobility and disability, thematizing disability as a
   critique of global capitalism. Reading disability both as a real-life
   experience and as a metaphor, this essay argues that Our Stories and
   Return Home envision dependency as an alternative model of inter-Asian
   modernity, in which the impossibility of wholeness invites new forms of
   social relations. Furthermore, the essay also examines how Our Stories
   and Return Home, by foregrounding bodily materiality and vulnerability,
   challenge the notion of ableism and development grounded in Western
   modernity and articulate ``cripple{''} as a shared history of
   modernization in Vietnam and Taiwan.}},
Publisher = {{NATL TAIWAN UNIV PRESS}},
Address = {{NO 1 SECTION 4, ROOSEVELT RD, TAIPEI, 106, TAIWAN}},
Type = {{Article}},
Language = {{Chinese}},
Affiliation = {{Wu, GHC (Reprint Author), Natl Cent Univ, Dept English, Taoyuan, Taiwan.
   Wu, Grace Hui-chuan, Natl Cent Univ, Dept English, Taoyuan, Taiwan.}},
DOI = {{10.6637/CWLQ.201803\_47(1).0004}},
ISSN = {{0303-0849}},
Keywords = {{dsability studies; southeast Asian migrant workers; inter-Asian
   modernity; dependency; disposability; Neoliberalism; globalization}},
Research-Areas = {{Asian Studies; Literature}},
Web-of-Science-Categories  = {{Asian Studies; Literature}},
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Number-of-Cited-References = {{45}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Chung Wai Lit. Q.}},
Doc-Delivery-Number = {{GB1JY}},
Unique-ID = {{ISI:000428808300003}},
DA = {{2020-03-18}},
}

@article{ ISI:000428730200006,
Author = {Kenzie, Daniel and McCall, Mary},
Title = {{Teaching Writing for the Health Professions: Disciplinary Intersections
   and Pedagogical Practice}},
Journal = {{TECHNICAL COMMUNICATION QUARTERLY}},
Year = {{2018}},
Volume = {{27}},
Number = {{1, SI}},
Pages = {{64-79}},
Abstract = {{This article outlines an approach to teaching a Writing for the Health
   Professions course and situates this approach within the aims of and
   tensions between the medical humanities, the rhetoric of health and
   medicine, and disability studies. This analysis provides a pragmatic
   walkthrough of how assignments in such courses can be linked to
   programmatic outcomes (with SOAP {[}Subjective, Objective, Assessment,
   Plan] note and patient education assignments as extended examples) as
   well as an interdisciplinary framework for future empirical studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kenzie, D (Reprint Author), North Dakota State Univ, Minard 316F,1210 Albrecht Blvd, Fargo, ND 58102 USA.
   Kenzie, Daniel; McCall, Mary, North Dakota State Univ, Minard 316F,1210 Albrecht Blvd, Fargo, ND 58102 USA.}},
DOI = {{10.1080/10572252.2017.1402573}},
ISSN = {{1057-2252}},
EISSN = {{1542-7625}},
Keywords = {{Curriculum; disability studies; healthcare writing; medical humanities;
   rhetoric of health and medicine}},
Keywords-Plus = {{MEDICAL HUMANITIES; TECHNICAL COMMUNICATION; DISABILITY; PATIENT;
   DISEASE}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{daniel.p.kenzie@ndsu.edu}},
Cited-References = {{Ahlzen Rolf, 2007, Med Health Care Philos, V10, P385, DOI 10.1007/s11019-007-9081-3.
   Aldridge Michael D, 2004, Nephrol Nurs J, V31, P373.
   Angeli EL, 2015, WRIT COMMUN, V32, P3, DOI 10.1177/0741088314556598.
   Arntfield M., 2016, HEALTHCARE WRITING P.
   Assad M. K., 2013, CEA FORUM, V42, P119.
   Association of American Medical Colleges, 2017, COR COMP ENT MED STU.
   Barker T., 2012, PROGRAMMATIC PERSPEC, V4, P183.
   Beemer C., 2016, PEITHO, V19, P93.
   Blease C, 2016, MED HUMANIT, V42, P103, DOI 10.1136/medhum-2015-010827.
   Bonk R., 2015, WRITING TODAYS HEALT.
   Breuch LAK, 2016, WRIT COMMUN, V33, P418, DOI 10.1177/0741088316668517.
   Browning E. R., 2017, J TECHNICAL WRITING, V47, P440, DOI DOI 10.1177/0047281616646750.
   Campbell FK, 2009, J MED HUMANIT, V30, P221, DOI 10.1007/s10912-009-9088-2.
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   Heifferon Barbara, 2008, RHETORIC HEALTHCARE, P149.
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   Roush SE, 2011, PHYS THER, V91, P1715, DOI 10.2522/ptj.20100389.
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   Segal Judy Z., 2013, POROI, V9, P1.
   Shakespeare T., 2010, DISABILITY STUDIES R, P266.
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   Sullivan D. D., 2012, GUIDE CLIN DOCUMENTA.
   Tauber AI, 2006, AM J BIOETHICS, V6, pW1, DOI 10.1080/15265160600843544.
   Terryberry K., 2004, WRITING HLTH PROFESS.
   Teston C, 2016, RHETOR SOC Q, V46, P251, DOI 10.1080/02773945.2016.1171694.
   Versel N., 2014, PHYS RETHINKING PROG.
   Wailoo Keith, 2011, CANC CROSSED COLOR L.
   Walters S, 2010, TECH COMMUN Q, V19, P427, DOI 10.1080/10572252.2010.502090.
   Wear D, 2009, J MED HUMANIT, V30, P209, DOI 10.1007/s10912-009-9091-7.
   Wendell Susan, 2001, HYPATIA, V16, P17, DOI DOI 10.1111/J.1527-2001.2001.TB00751.X.
   Wilson J. C., 2000, TECHNICAL COMMUNICAT, V9, P149, DOI DOI 10.1080/10572250009364691.
   Yan H., 2014, CNN.
   Youngblood SA, 2013, J BUS TECH COMMUN, V27, P209, DOI 10.1177/1050651912458924.
   Zdenek Sean, 2015, READING SOUNDS CLOSE.}},
Number-of-Cited-References = {{67}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Tech. Commun. Q.}},
Doc-Delivery-Number = {{GB0IU}},
Unique-ID = {{ISI:000428730200006}},
DA = {{2020-03-18}},
}

@article{ ISI:000428288900011,
Author = {Addlakha, Renu},
Title = {{South Asia and disability studies: redefining boundaries and extending
   horizons}},
Journal = {{ASIA PACIFIC JOURNAL OF EDUCATION}},
Year = {{2018}},
Volume = {{38}},
Number = {{1}},
Pages = {{147-149}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Addlakha, R (Reprint Author), Ctr Womens Dev Studies, New Delhi, India.
   Addlakha, Renu, Ctr Womens Dev Studies, New Delhi, India.}},
DOI = {{10.1080/02188791.2017.1355883}},
ISSN = {{0218-8791}},
EISSN = {{1742-6855}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{renu@cwds.ac.in}},
Cited-References = {{GABEL SL, 2015, S ASIA DISABILITY ST.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Asia Pac. J. Educ.}},
Doc-Delivery-Number = {{GA4GW}},
Unique-ID = {{ISI:000428288900011}},
DA = {{2020-03-18}},
}

@article{ ISI:000427206100003,
Author = {Corbman, Rachel},
Title = {{Remediating disability activism in the lesbian feminist archive}},
Journal = {{CONTINUUM-JOURNAL OF MEDIA \& CULTURAL STUDIES}},
Year = {{2018}},
Volume = {{32}},
Number = {{1, SI}},
Pages = {{18-28}},
Abstract = {{This article argues that U.S.-based lesbian feminist cultural work of
   the 1980s constitutes a generative - but underutilized - archive for
   scholarship on the intersection of feminist, queer and disability
   studies. Specifically, this article uses a May 1981 special issue of the
   feminist newspaper off our backs (oob) on `Women With Disabilities' to
   historicize the emergence of a network of lesbian feminist disability
   activists. Tucked between the pages of this special issue of oob are,
   for example, Connie Panzarino's vision for a non-monogamous community of
   disabled women and a reproduction of Tee Corinne's solarized photograph
   of a woman in a wheelchair with her able-bodied lover. In exploring a
   small and largely forgotten network of lesbian disability activists,
   this article reads their cultural work as world making projects that
   model a mode of activist praxis and theory writing for the present
   moment.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Corbman, R (Reprint Author), SUNY Stony Brook, Dept Womens Gender \& Sexual Studies, Stony Brook, NY 11794 USA.
   Corbman, Rachel, SUNY Stony Brook, Dept Womens Gender \& Sexual Studies, Stony Brook, NY 11794 USA.}},
DOI = {{10.1080/10304312.2018.1404672}},
ISSN = {{1030-4312}},
EISSN = {{1469-3666}},
Research-Areas = {{Cultural Studies; Communication; Film, Radio \& Television}},
Web-of-Science-Categories  = {{Cultural Studies; Communication; Film, Radio, Television}},
Author-Email = {{rachel.corbman@stonybrook.edu}},
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   Wittig Monique, 1981, 2 WAVE READER FEMINI, P265.}},
Number-of-Cited-References = {{51}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Continuum-J. Media Cult. Stud.}},
Doc-Delivery-Number = {{FY9SF}},
Unique-ID = {{ISI:000427206100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000425689900006,
Author = {Finkelstein, Adi and Marcus, Esther-Lee},
Title = {{Realizing autonomy: the phenomenology of independence and
   interdependence while living with Duchenne muscular dystrophy}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{3}},
Pages = {{433-453}},
Abstract = {{This research took place in an independent living neighborhood (ILN) for
   people with Duchenne muscular dystrophy. The study is based on in-depth
   open interviews with Eytan (aged 44), who has lived in the ILN for
   27years. Eytan's narratives reflect the challenges posed by his
   dependence on his caregivers and the resulting interdependent
   relationship. Drawing on a relational tradition within disability
   studies, we argue that autonomy and care are completely entwined in the
   lives of people with total paralysis like Eytan. We use reflexive
   writing and descriptions of bodily experience to capture the complexity
   of Eytan's experience regarding this matter.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Finkelstein, A (Reprint Author), Jerusalem Coll Technol, Fac Life \& Hlth Sci, Dept Nursing, Jerusalem, Israel.
   Finkelstein, A (Reprint Author), Hebrew Univ Jerusalem, Med Humanities Program, Hadassah Med Sch, Jerusalem, Israel.
   Finkelstein, Adi, Jerusalem Coll Technol, Fac Life \& Hlth Sci, Dept Nursing, Jerusalem, Israel.
   Finkelstein, Adi; Marcus, Esther-Lee, Hebrew Univ Jerusalem, Med Humanities Program, Hadassah Med Sch, Jerusalem, Israel.
   Marcus, Esther-Lee, Herzog Hosp, Div Geriatr, Jerusalem, Israel.
   Marcus, Esther-Lee, Alyn Hosp, Legacy Heritage Fund Independent Living Neighborh, Jerusalem, Israel.}},
DOI = {{10.1080/09687599.2018.1427049}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Duchenne muscular dystrophy; qualitative methodology; interdependence;
   autonomy; reflexivity; progressive illness}},
Keywords-Plus = {{QUALITY-OF-LIFE; YOUNG MEN; PERSONAL ASSISTANCE; DISABILITY; TRANSITION;
   ADULTHOOD; PEOPLE; CARE; PERSPECTIVES; REFLECTIONS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{adilan@netvision.net.il}},
ResearcherID-Numbers = {{Marcus, Esther-Lee/I-7785-2019}},
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Number-of-Cited-References = {{58}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FW9WW}},
Unique-ID = {{ISI:000425689900006}},
DA = {{2020-03-18}},
}

@article{ ISI:000425689900009,
Author = {Swartz, Leslie and Marchetti-Mercer, Maria},
Title = {{Disabling Africa: the power of depiction and the benefits of discomfort}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{3}},
Pages = {{482-486}},
Abstract = {{Despite the fact that the vast majority of disabled people live in low
   and middle-income countries, the field of disability studies is
   dominated by research on disability in wealthy contexts. Although there
   are encouraging signs of this pattern changing, there are challenges to
   researchers about how to represent and think about disability in African
   contexts, and it is difficult not to reproduce unhelpful stereotypes. We
   use the example of an encounter we had with an expatriate Deaf South
   African to reflect on the complexities of representation facing people
   working on disability issues in Africa and what has been termed the
   Global South. We suggest that an appreciation of the productive value of
   discomfort about issues of representation may help move the field
   forward.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Swartz, L (Reprint Author), Stellenbosch Univ, Dept Psychol, Alan Flisher Ctr Publ Mental Hlth, Matieland, South Africa.
   Swartz, Leslie, Stellenbosch Univ, Dept Psychol, Alan Flisher Ctr Publ Mental Hlth, Matieland, South Africa.
   Marchetti-Mercer, Maria, Univ Witwatersrand, Sch Human \& Community Dev, Dept Psychol, Johannesburg, South Africa.}},
DOI = {{10.1080/02684527.2017.1400240}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Africa; South Africa; disability; representation; discomfort;
   discourses; decolonization}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Lswartz@sun.ac.za}},
ResearcherID-Numbers = {{Swartz, Leslie/A-5168-2008
   }},
ORCID-Numbers = {{Swartz, Leslie/0000-0003-1741-5897
   Marchetti-Mercer, Maria/0000-0002-6630-5021}},
Funding-Acknowledgement = {{National Research Foundation {[}MARC015]}},
Funding-Text = {{This work was supported by the National Research Foundation {[}grant
   number MARC015].}},
Cited-References = {{Brilliant MH, 2015, INT HEALTH, V7, P223, DOI 10.1093/inthealth/ihv039.
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Number-of-Cited-References = {{12}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FW9WW}},
Unique-ID = {{ISI:000425689900009}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000425689900014,
Author = {Soorenian, Armineh},
Title = {{Pedagogy, disability and communication: applying disability studies in
   the classroom}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2018}},
Volume = {{33}},
Number = {{3}},
Pages = {{497-499}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
DOI = {{10.1080/09687599.2017.1414338}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{arminehsoorenian1@gmail.com}},
Cited-References = {{Jeffress MS, 2017, INTERD DISABIL STUD, P1.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FW9WW}},
Unique-ID = {{ISI:000425689900014}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000424248900001,
Author = {Molto, J. E. and Kirkpatrick, C. L.},
Title = {{How Short Is Short, and Why? A Probable Case of Proportionate Dwarfism
   From Egypt's Third Intermediate Period in the Dakhleh Oasis, Egypt}},
Journal = {{INTERNATIONAL JOURNAL OF OSTEOARCHAEOLOGY}},
Year = {{2018}},
Volume = {{28}},
Number = {{1}},
Pages = {{3-17}},
Month = {{JAN-FEB}},
Abstract = {{This study describes a probable proportionate dwarf from a Third
   Intermediate Period cemetery at Ain Tirghi in the Dakhleh Oasis, Egypt.
   The skeleton (Burial 22 or B22) is an adult woman estimated to be in her
   mid-to-late thirties. Most medical literature defines an adult stature
   of 2 standard deviations below the population mean as an indicator for
   clinically short stature, with some bioarchaeologists and clinicians
   identifying severe short stature at 3 standard deviations below the
   population mean. B22 satisfies either criteria when compared with the
   Ain Tirghi adult female population mean for measurements of the radii
   and femora, as well as the summed measurements of the femora and tibiae.
   Her limb proportions were normal, and this, with a lack of morphological
   abnormalities, eliminated several possible causes of small stature (e.g.
   achondroplasia). The differential diagnosis for an individual with short
   stature and normal proportions indicates that she represents a probable
   case of pituitary dwarfism or hypopituitarism. B22 was buried in the
   same fashion as adjacent burials in a family group burial and showed no
   differential indication of physiological stress or illness.
   Contextualised with the Egyptological and archaeological evidence of
   dwarfism in Egypt, this case study considers the social perceptions of
   dwarfism in ancient Egypt and suggests that pituitary dwarfs, like
   disproportionate dwarfs, likely led normal, if not privileged lives.
   Therefore, according to the social theory of disability, B22 was not
   necessarily disabled despite her impairment. Copyright (c) 2017 John
   Wiley \& Sons, Ltd.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Molto, JE (Reprint Author), Univ Western Ontario, Dept Anthropol, SSC 3433, London, ON N6A 5C2, Canada.
   Molto, J. E.; Kirkpatrick, C. L., Univ Western Ontario, Dept Anthropol, SSC 3433, London, ON N6A 5C2, Canada.}},
DOI = {{10.1002/oa.2625}},
ISSN = {{1047-482X}},
EISSN = {{1099-1212}},
Keywords = {{diagnostic criteria; disability studies; hypopituitarism; limb
   proportions; pituitary dwarf; short stature; social model of disability}},
Keywords-Plus = {{GROWTH-HORMONE DEFICIENCY; DIFFERENTIAL-DIAGNOSIS; PITUITARY DWARFISM;
   ANCIENT-EGYPT; SHORT STATURE; ROMAN PERIOD; OS-PUBIS; KELLIS 2; FEMALES;
   ACHONDROPLASIA}},
Research-Areas = {{Anthropology; Archaeology}},
Web-of-Science-Categories  = {{Anthropology; Archaeology}},
Author-Email = {{emolto@uwo.ca}},
ORCID-Numbers = {{Kirkpatrick, Casey/0000-0001-9755-6459}},
Funding-Acknowledgement = {{Egyptian Ministry of State for Antiquities; Lakehead University Social
   Science and Humanities}},
Funding-Text = {{First and foremost, we thank the Egyptian Ministry of State for
   Antiquities for their support of the Dakhleh Oasis Project (DOP). Also,
   we thank Professor Tony Mills for arranging many of the logistics for
   fieldwork and for making the stay in the Oasis so scientifically and
   personally rewarding. A special thanks to Dr Peter Sheldrick and Ms Rosa
   Frey for their assistance, guidance and support for the biological
   component of the DOP. We also thank Claire Venet-Rogers for her
   assistance with the preliminary research for this article and the
   reviewers for their insightful suggestions and feedback. This research
   was funded by an internal Lakehead University Social Science and
   Humanities grant issued to the senior author.}},
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Number-of-Cited-References = {{80}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Int. J. Osteoarchaeol.}},
Doc-Delivery-Number = {{FV0MA}},
Unique-ID = {{ISI:000424248900001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000423880900003,
Author = {Saxton, Marsha},
Title = {{Hard bodies: exploring historical and cultural factors in disabled
   people's participation in exercise; applying critical disability theory}},
Journal = {{SPORT IN SOCIETY}},
Year = {{2018}},
Volume = {{21}},
Number = {{1, SI}},
Pages = {{22-39}},
Abstract = {{The popularity of the Paralympics co-exists with persistent exclusion of
   disabled youth and adults in community sport and recreation programmes
   around the world. This study explored the experiences of disabled people
   in sport, fitness and dance, drawing upon a range of participants'
   perspectives from Paralympic athletes and professional dancers, to those
   who'd never engaged in physical activities. We asked participants about
   the range of psycho-social factors that intervene between a disabled
   person and a workable, enjoyable fitness regimen. Insights emerged into
   factors that encourage enjoyable physical movement for some, and factors
   that discourage or prohibit this for others. Analytic tools of Critical
   Disability Theory were applied to penetrate stereotyped
   conceptualizations of disabled people, taking a long view into the
   history of disability discrimination and exclusion. An example is the
   concept and (English) word, `fitness' used during the Eugenics Movement
   to dismiss the worth of disabled people. Along with other marginalized
   populations, the `unfit' were systematically targeted with elimination.
   We addressed these archaic attitudes, in concert with the present era's
   intrusions of architectural, programmatic and attitudinal barriers,
   which may become internalized as resistance to physical activities.
   Participants offered strategies to support others in the world of
   movement, along with encouragement to Disability Studies scholars to
   expand research in this arena.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Saxton, M (Reprint Author), World Inst Disabil, Berkeley, CA 94703 USA.
   Saxton, Marsha, World Inst Disabil, Berkeley, CA 94703 USA.}},
DOI = {{10.1080/17430437.2016.1225914}},
ISSN = {{1743-0437}},
EISSN = {{1743-0445}},
Research-Areas = {{Social Sciences - Other Topics; Sociology}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism; Sociology}},
Author-Email = {{marsax@wid.org}},
Funding-Acknowledgement = {{National Institute on Disability, Independent Living, and Rehabilitation
   ResearchUnited States Department of Health \& Human Services; Kaiser}},
Funding-Text = {{Quoted comments are from original qualitative research funded by the
   National Institute on Disability, Independent Living, and Rehabilitation
   Research and Kaiser, conducted by a collaboration of three organizations
   described in the Methodology section of this article.}},
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Number-of-Cited-References = {{28}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{19}},
Journal-ISO = {{Sport Soc.}},
Doc-Delivery-Number = {{FU5GK}},
Unique-ID = {{ISI:000423880900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000422840900004,
Author = {Vaccaro, Annemarie and Kimball, Ezekiel W. and Newman, Barbara M. and
   Moore, Adam and Troiano, Peter F.},
Title = {{Narrating the Self: A Grounded Theory Model of Emerging Purpose for
   College Students With Disabilities}},
Journal = {{JOURNAL OF COLLEGE STUDENT DEVELOPMENT}},
Year = {{2018}},
Volume = {{59}},
Number = {{1}},
Pages = {{37-54}},
Month = {{JAN-FEB}},
Abstract = {{This article presents findings and a model from a constructivist
   grounded theory study about purpose development for college students
   with disabilities. The 59 participants, drawn from 4 different higher
   education institutions, self-identified as having 1 or more of a variety
   of disabilities. Students engaged in imagination, exploration, and
   integration as part of the developmental process of developing a sense
   of purpose. Important social contexts and intersecting social identities
   also influenced the narrative of self that students created regarding
   their purpose.}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vaccaro, A (Reprint Author), Univ Rhode Isl, Dept Human Dev \& Family Studies, Kingston, RI 02882 USA.
   Vaccaro, Annemarie, Univ Rhode Isl, Coll Student Personnel Program, Human Dev \& Family Studies, Kingston, RI 02882 USA.
   Kimball, Ezekiel W., Univ Massachusetts, Educ Policy Res \& Adm, Amherst, MA 01003 USA.
   Moore, Adam, Univ Rhode Isl, Educ, Kingston, RI 02882 USA.
   Newman, Barbara M., Univ Rhode Isl, Human Dev \& Family Studies, Kingston, RI 02882 USA.
   Troiano, Peter F., Cent Connecticut State Univ, Counselor Educ \& Family Therapy, New Britain, CT 06050 USA.}},
ISSN = {{0897-5264}},
EISSN = {{1543-3382}},
Keywords-Plus = {{LIFE}},
Research-Areas = {{Education \& Educational Research; Psychology}},
Web-of-Science-Categories  = {{Education \& Educational Research; Psychology, Applied}},
Author-Email = {{avaccaro@uri.edu}},
ResearcherID-Numbers = {{Vaccaro, Annemarie/AAA-4528-2019}},
Cited-References = {{Astin A. W., 2010, CULTIVATING SPIRIT C.
   Baumeister R. F., 2013, THE MEANINGS OF LIFE.
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   Yu H., 2016, J COLL CHARACTER, V17, P255.}},
Number-of-Cited-References = {{32}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Coll. Stud. Dev.}},
Doc-Delivery-Number = {{FT0TN}},
Unique-ID = {{ISI:000422840900004}},
DA = {{2020-03-18}},
}

@article{ ISI:000422715800002,
Author = {Holingue, Calliope and Newill, Carol and Lee, Li-Ching and Pasricha,
   Pankaj J. and Fallin, M. Daniele},
Title = {{Gastrointestinal symptoms in autism spectrum disorder: A review of the
   literature on ascertainment and prevalence}},
Journal = {{AUTISM RESEARCH}},
Year = {{2018}},
Volume = {{11}},
Number = {{1}},
Pages = {{24-36}},
Month = {{JAN}},
Abstract = {{There is no standard approach to measuring GI symptoms in individuals
   with ASD, despite postulated interactions. The objectives of this study
   were to (a) describe the range of GI symptom ascertainment approaches in
   studies of ASD, (b) describe the range of prevalence estimates across
   studies, and (c) assess associations between ascertainment approach and
   prevalence estimates. Studies published from 1/1/1980 to 1/31/2017 were
   collected via PubMed. Eligibility included studies with at least ten
   individuals with ASD that measured GI symptoms or conditions. We
   excluded review and hypothesis papers. We extracted information on study
   design, GI symptom ascertainment method, demographics, and ASD
   diagnostic criteria. From a subset of studies, we extracted GI symptom
   estimates. Out of a possible 386 titles, 144 were included. The
   prevalence range for constipation was 4.3-45.5\% (median 22\%), for
   diarrhea was 2.3-75.6\% (median 13.0\%), and for any or more than one
   symptom was 4.2-96.8\% (median 46.8\%). GI symptoms differed
   significantly by age of individuals, primary goal of study, study
   design, study sample, and who reported symptoms (P<.05). Due to small
   sample size, we were not able to test for associations between every GI
   symptom and study characteristic of interest, or examine associations
   between GI symptoms and intellectual or verbal disability. Studies used
   a broad range of methods to ascertain GI symptoms in ASD. GI symptoms
   varied widely across these studies, with significant differences by
   study characteristics. Our findings highlight the need for a reliable,
   valid GI assessment tool to be used consistently across studies of ASD.
   Autism Res2018, 11: 24-36. (c) 2017 International Society for Autism
   Research, Wiley Periodicals, Inc.
   Lay SummaryWe reviewed studies having to do with autism spectrum
   disorder and the gastrointestinal system, dating back to 1980. We found
   that the median prevalence of constipation was 22.2\%, diarrhea 13.0\%,
   and any symptom 46.8\%. All symptoms had a wide range of estimates
   across studies. GI symptoms were associated with characteristics of the
   study, including who measured the GI symptoms. We call for the
   development of a reliable and valid GI questionnaire for studies of ASD.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Fallin, MD (Reprint Author), 624 N Broadway,Hampton House 850, Baltimore, MD 21205 USA.
   Holingue, Calliope; Newill, Carol; Lee, Li-Ching; Fallin, M. Daniele, Johns Hopkins Bloomberg Sch Publ Hlth, Dept Mental Hlth, Baltimore, MD USA.
   Holingue, Calliope; Lee, Li-Ching; Fallin, M. Daniele, Johns Hopkins Bloomberg Sch Publ Hlth, Wendy Klag Ctr Autism \& Dev Disabil, Baltimore, MD USA.
   Lee, Li-Ching, Johns Hopkins Bloomberg Sch Publ Hlth, Dept Epidemiol, Baltimore, MD USA.
   Pasricha, Pankaj J., Johns Hopkins Univ, Sch Med, Dept Med, Johns Hopkins Ctr Neurogastroenterol,Div Gastroen, Baltimore, MD 21205 USA.}},
DOI = {{10.1002/aur.1854}},
ISSN = {{1939-3792}},
EISSN = {{1939-3806}},
Keywords = {{co-morbid conditions; exposure assessment; exposomics; psychometrics}},
Keywords-Plus = {{TREATMENT EVALUATION CHECKLIST; BOWEL SYMPTOMS; CHILDREN; DYSFUNCTION;
   PERMEABILITY; INDIVIDUALS; ASSOCIATION}},
Research-Areas = {{Behavioral Sciences; Psychology}},
Web-of-Science-Categories  = {{Behavioral Sciences; Psychology, Developmental}},
Author-Email = {{dfallin@jhu.edu}},
ResearcherID-Numbers = {{Romanova, Raisa/O-5724-2018}},
Funding-Acknowledgement = {{NIMH Psychiatric Epidemiology Training Program {[}5T32MH014592-39];
   National Institute of Mental HealthUnited States Department of Health \&
   Human ServicesNational Institutes of Health (NIH) - USANIH National
   Institute of Mental Health (NIMH) {[}5T32MH014592-39]}},
Funding-Text = {{This research was supported by the NIMH Psychiatric Epidemiology
   Training Program grant 5T32MH014592-39 (C.H.) National Institute of
   Mental Health, 5T32MH014592-39. We thank Public Health Informationist
   Donna Hesson for her help with developing the search criteria.}},
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Number-of-Cited-References = {{38}},
Times-Cited = {{34}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{18}},
Journal-ISO = {{Autism Res.}},
Doc-Delivery-Number = {{FS9DJ}},
Unique-ID = {{ISI:000422715800002}},
OA = {{Bronze, Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000417873500001,
Author = {Lester, Jessica Nina and Nusbaum, Emily A.},
Title = {{``Reclaiming{''} Disability in Critical Qualitative Research:
   Introduction to the Special Issue}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2018}},
Volume = {{24}},
Number = {{1, SI}},
Pages = {{3-7}},
Month = {{JAN}},
Abstract = {{This article introduces the special issue, Reclaiming Disability in
   Critical Qualitative Research, which aims to center disability and
   disabled people in critical qualitative research. More particularly, we
   highlight here how the articles included in this special issue
   collectively consider new possibilities for the place and practice of
   critical qualitative methodologies and methods in research involving
   disabled people. We begin this introduction by discussing the meaning of
   reclaiming disability and foreground the importance of critical
   qualitative inquiry. Then, we offer a brief discussion of the
   interdisciplinary field of disability studies and the fruitful
   possibilities for its generative intra-action with critical qualitative
   research. In doing so, we also point to the often taken-for-granted
   ableist practices that have historically been used in qualitative
   research. Finally, we offer a brief overview of the articles included in
   the special issue and conclude with a call for consideration of next
   steps for the qualitative research community.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lester, JN (Reprint Author), Indiana Univ, 201 N Rose Ave, Bloomington, IN 47403 USA.
   Lester, Jessica Nina, Indiana Univ Bloomington, Inquiry Methodol, Sch Educ, Bloomington, IN USA.
   Nusbaum, Emily A., Univ San Francisco, Sch Educ, San Francisco, CA 94117 USA.}},
DOI = {{10.1177/1077800417727761}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{critical qualitative research; disability; disability studies;
   qualitative research}},
Keywords-Plus = {{MENTAL-RETARDATION; INQUIRY}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{jnlester@indiana.edu}},
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   Bakhtin M. M., 1981, DIALOGIC IMAGINATION.
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   Grace E., 2013, COGNITIVELY ACCESSIB.
   Kerschbaum S., 2017, RES TEACHING ENGLISH, V51.
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   Sitter K. C., 2015, CATALYST SOCIAL JUST, V6.
   Society for Disability Studies, WHAT AR DIS STUD.}},
Number-of-Cited-References = {{26}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{FP8EO}},
Unique-ID = {{ISI:000417873500001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000417873500005,
Author = {Castrodale, Mark Anthony},
Title = {{Mobilizing Dis/Ability Research: A Critical Discussion of Qualitative
   Go-Along Interviews in Practice}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2018}},
Volume = {{24}},
Number = {{1, SI}},
Pages = {{45-55}},
Month = {{JAN}},
Abstract = {{In this article, I document the challenges of operationalizing critical
   qualitative mobile research methods, specifically go-along interviews.
   Mobility-oriented qualitative inquiry is a way to examine disabled and
   Mad persons' socio-spatial knowledges and study spatial inequalities
   impacting these persons. I reflect on my own positionality as an
   able-bodied researcher, while conducting research with self-identifying
   Mad and disabled research participants. I further discuss the
   limitations, enabling factors, constraints, and implications of engaging
   in go-along interviews. Next, I unpack how and why this method at many
   times was not desired by my research participants in favor of more
   traditional interview techniques, such as sit-down face-to-face
   interviews. There is a need to critically (re)consider space and place
   in research practices in ways that value the often subjugated voices and
   socio-spatial knowledge(s) of Mad and disabled persons.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Castrodale, MA (Reprint Author), McMaster Univ, 1280 Main St W, Hamilton, ON L8S 4L8, Canada.
   Castrodale, Mark Anthony, McMaster Univ, 1280 Main St W, Hamilton, ON L8S 4L8, Canada.}},
DOI = {{10.1177/1077800417727765}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability; disability studies; go-along interviews; Mad studies; mobile
   methodology}},
Keywords-Plus = {{DISABILITY RESEARCH; HUMAN-GEOGRAPHY; MOBILE METHODS; PEOPLE; PLACE;
   REFLECTIONS; EDUCATION; HEALTH; SPACES}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{mcastrod@uwo.ca}},
Funding-Acknowledgement = {{Ontario Graduate ScholarshipOntario Graduate Scholarship}},
Funding-Text = {{The author disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This research
   was supported by an Ontario Graduate Scholarship.}},
Cited-References = {{Barnes C, 2012, ROUTLEDGE HDB DISABI, P23.
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Number-of-Cited-References = {{69}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{FP8EO}},
Unique-ID = {{ISI:000417873500005}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000417873500007,
Author = {Chaudhry, Vandana},
Title = {{Knowing Through Tripping: A Performative Praxis for Co-Constructing
   Knowledge as a Disabled Halfie}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2018}},
Volume = {{24}},
Number = {{1, SI}},
Pages = {{70-82}},
Month = {{JAN}},
Abstract = {{This article reflects on a performative praxis entailing cultural,
   symbolic, embodied, and political processes involved in negotiating
   difference and sameness from the perspective of doing disability
   research in India as a disabled halfie. Based on my own disability
   experience that disrupted binaries between insider and outsider, I argue
   that researchers' disability identities themselves may not be sufficient
   for becoming an insider to the disability community, due to varying
   intersectional and cultural contexts. Exposing inadequacies of the
   liberal disability studies methodology in the social sciences, I draw
   from critical qualitative methods rooted in performative, postcolonial,
   and critical ethnography to address questions of positionality and
   reflexivity, facilitating similitude and knowledge production.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chaudhry, V (Reprint Author), CUNY Coll Staten Isl, Bldg 2A Room 201k,2800 Victory Blvd, Staten Isl, NY 10314 USA.
   Chaudhry, Vandana, CUNY Coll Staten Isl, Social Work \& Disabil Studies, Staten Isl, NY USA.}},
DOI = {{10.1177/1077800417728961}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability; performance ethnography; India; halfie; positionality;
   critical disability studies}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{vandana.chaudhry@csi.cuny.edu}},
Funding-Acknowledgement = {{National Science FoundationNational Science Foundation (NSF)
   {[}SES-0752982]; City University of New York {[}67271-00 45]}},
Funding-Text = {{The author disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: Fieldwork for
   this research was supported by research grants from National Science
   Foundation (Award no. SES-0752982) and the City University of New York
   (Award no. 67271-00 45). I am grateful for their generous financial
   support.}},
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Number-of-Cited-References = {{49}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{FP8EO}},
Unique-ID = {{ISI:000417873500007}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000414787900008,
Author = {Lipenga, Ken Junior},
Title = {{Voicing marginality: disability in Leila Aboulela's Lyrics Alley}},
Journal = {{JOURNAL OF AFRICAN CULTURAL STUDIES}},
Year = {{2018}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{93-104}},
Abstract = {{The field of Disability Studies, through globally recognized, rarely
   takes African fiction as material for analysis. Aboulela's Lyrics Alley
   {[}(2010). London: Weidenfeld \& Nicolson] offers an opportunity not
   only for testing the some of the key notions in the discipline, but also
   for exploring how the literary mode can be presented as an enabling tool
   for countering marginalization. Loosely based on a true story, the novel
   traces the life-changing experiences of a young man rendered
   quadriplegic through a diving accident. The approach of the paper is to
   examine how Aboulela problematizes the conception of disability as a
   marginal space, through highlighting how this space potentially becomes
   one that allows for fresh ways of reading masculinity, nationalism and
   poetic creativity. Through such an approach, it becomes evident that the
   portrayal of disability in the novel is a statement against what Tobin
   Siebers calls the ideology of ability. In the novel, poetry becomes a
   medium for countering the silencing of the disabled body, challenging
   hegemonic masculinities, as well as a way of articulating nationalist
   sentiment.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lipenga, KJ (Reprint Author), Univ Malawi, Dept English, POB 280, Zomba, Malawi.
   Lipenga, Ken Junior, Univ Malawi, Dept English, POB 280, Zomba, Malawi.}},
DOI = {{10.1080/13696815.2015.1113127}},
ISSN = {{1369-6815}},
EISSN = {{1469-9346}},
Keywords = {{Disability; marginality; masculinity; Leila Aboulela; Lyrics Alley}},
Research-Areas = {{Cultural Studies}},
Web-of-Science-Categories  = {{Cultural Studies}},
Author-Email = {{klipenga@cc.ac.mw}},
ORCID-Numbers = {{Lipenga, Ken Junior/0000-0001-8592-8999}},
Cited-References = {{Aboulela L, 2010, LYRICS ALLEY.
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Number-of-Cited-References = {{26}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Afr. Cult. Stud.}},
Doc-Delivery-Number = {{FM2BH}},
Unique-ID = {{ISI:000414787900008}},
DA = {{2020-03-18}},
}

@article{ ISI:000418703700001,
Author = {Kreisel, Stefan H. and Blahak, Christian and Baezner, Hansjorg and
   Hennerici, Michael G.},
Title = {{Does being physically active prevent future disability in older people?
   Attenuated effects when taking time-dependent confounders into account}},
Journal = {{BMC GERIATRICS}},
Year = {{2017}},
Volume = {{17}},
Month = {{DEC 21}},
Abstract = {{Background: Causal experimental evidence that physical activity prevents
   disability in older people is sparse. Being physically active has
   nonetheless been shown to be associated with disability-free survival in
   observational studies. Observational studies are, however, prone to bias
   introduced by time-dependent confounding. Time-dependent confounding
   occurs when an exposure (e.g. being physically active at some
   time-point) potentially affects the future status of a confounder (such
   as depression sometime later), and both variables have an effect on
   latter outcome (i.e. disability). ``Conventional{''} analysis with e.g.
   Cox-regression is the mainstay when analyzing longitudinal observational
   studies. Unfortunately, it does not provide unbiased estimates in the
   presence of time-dependent confounding. Marginal structural models (MSM)
   - a relatively new class of causal models - have the potential to
   adequately account for time-dependent confounding. Here we analyze the
   effect of older people being physically active on disability, in a large
   long-term observational study. We address time-dependent confounding by
   using marginal structural models and provide a non-technical practical
   demonstration of how to implement this type of modeling.
   Methods: Data is from 639 elderly individuals ascertained in the
   European multi-center Leukoaraiosis and Disability study (LADIS),
   followed-up yearly over a period of three years. We estimated the effect
   of self-reported physical activity on the probability to transit to
   instrumental disability in the presence of a large set of potential
   confounders. We compare the results of ``conventional{''} modeling
   approaches to those estimated using marginal structural models,
   highlighting discrepancies.
   Results: A ``conventional{''} Cox-regression-like adjustment for salient
   baseline confounders signals a significant risk reduction under physical
   activity for later instrumental disability (OR 0.62, 95\% CI 0.44-0.90).
   However, given MSM estimation, the effect is attenuated towards null (OR
   1.00, 95\% CI 0.57-1.76).
   Conclusions: Contrary to most reports, we did not find that physical
   activity in older people prevents future instrumental disability, when
   taking time-dependent confounding into account. This result may be due
   to the characteristics our particular study population. It is, however,
   also conceivable that previous evidence neglected the effect of this
   type of bias.
   We suggest that analysts of longitudinal observational studies consider
   marginal structural models as a further modeling approach.}},
Publisher = {{BMC}},
Address = {{CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kreisel, SH (Reprint Author), Evangelisches Klinikum Bethel, Dept Psychiat \& Psychotherapy, Geriatr Psychiat, Bielefeld, Germany.
   Kreisel, SH (Reprint Author), Univ Med Mannheim, Dept Neurol, Mannheim, Germany.
   Kreisel, Stefan H., Evangelisches Klinikum Bethel, Dept Psychiat \& Psychotherapy, Geriatr Psychiat, Bielefeld, Germany.
   Kreisel, Stefan H.; Blahak, Christian; Hennerici, Michael G., Univ Med Mannheim, Dept Neurol, Mannheim, Germany.
   Baezner, Hansjorg, Klinikum Stuttgart, Dept Neurol, Stuttgart, Germany.}},
DOI = {{10.1186/s12877-017-0657-3}},
Article-Number = {{290}},
ISSN = {{1471-2318}},
Keywords = {{Physical activity; Marginal structural models; Causal inference;
   Age-related white matter lesions; Disability; Longitudinal observational
   studies}},
Keywords-Plus = {{CAUSAL INFERENCE; STATEMENT; EXERCISE; DECLINE; RISK; BIAS}},
Research-Areas = {{Geriatrics \& Gerontology}},
Web-of-Science-Categories  = {{Geriatrics \& Gerontology; Gerontology}},
Author-Email = {{stefan.kreisel@evkb.de}},
Funding-Acknowledgement = {{European UnionEuropean Union (EU) {[}QLRT-2000-00446]}},
Funding-Text = {{The LADIS study was supported by the European Union within the Fifth
   European Framework Program `Quality of Life and Management of Living
   Resources' (1998-2002; contract number QLRT-2000-00446). The funding
   body was not involved in the design of the study or data collection, in
   its analysis, any interpretation of data or in manuscript preparation.
   The specific analysis of data from the LADIS study reported in this
   manuscript was unfunded.}},
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Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{BMC Geriatr.}},
Doc-Delivery-Number = {{FQ9TD}},
Unique-ID = {{ISI:000418703700001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000453988400002,
Author = {Haley, Tobin LeBlanc},
Title = {{Intimate constraints: a feminist political economy analysis of
   biological reproduction and parenting in high-support housing in Ontario}},
Journal = {{PALGRAVE COMMUNICATIONS}},
Year = {{2017}},
Volume = {{3}},
Month = {{DEC 19}},
Abstract = {{To date there has been little consideration of the role of housing
   programs in conditioning the intimate lives of people living with mental
   illness labels. This article employs a Feminist Political Economy lens
   with insights from Mad \& Disability Studies to interrogate the intimate
   constraints experienced by some residents in high-support mental health
   housing in Ontario, Canada. It demonstrates that long-standing
   medicalized notions of mental illness and system-wide anxiety over the
   social and financial costs of the reproduction of disabled bodies give
   rise to these intimate constraints, specifically limitations and control
   over biological reproduction and parenting practices. In this way, the
   mechanisms of intimate constraint within high-support housing are not
   merely holdovers from a time gone by, but are rather part of a mental
   health care system guided by the principles of neoliberalism under which
   neo-eugenics is regularly enacted. This is a timely contribution, as the
   province of Ontario is currently planning to expand the supportive
   housing system within which high-support housing is situated and because
   high-support housing in Ontario is rarely studied in relation to
   feminist political economy and/or mental health care. This article draws
   on documentary review of governmental and third-sector materials and 38
   semi-structured interviews with service providers and residents in the
   high-support housing system in Ontario. It situates intimate constraints
   within the long history of eugenics and neo-eugenics in Ontario and
   Canada, and the classed, raced, and gendered hierarchy of human bodies
   that is taking on new forms under neoliberalism.}},
Publisher = {{PALGRAVE MACMILLAN LTD}},
Address = {{BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Haley, TL (Reprint Author), Ryerson Univ, Toronto, ON, Canada.
   Haley, Tobin LeBlanc, Ryerson Univ, Toronto, ON, Canada.}},
DOI = {{10.1057/s41599-017-0053-9}},
Article-Number = {{50}},
ISSN = {{2055-1045}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{tobinh@ryerson.ca}},
Cited-References = {{Arat-Koc S, 2006, SOCIAL REPROD FEMINI, P75.
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   Wilton RD, 2004, DISABIL SOC, V19, P371, DOI 10.1080/09687590410001689476.}},
Number-of-Cited-References = {{74}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Palgr. Commun.}},
Doc-Delivery-Number = {{HF1UZ}},
Unique-ID = {{ISI:000453988400002}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000425499000004,
Author = {Figueredo Canosa, Victoria and Perez Esteban, Maria Dolores and Sanchez
   Ayala, Adoracion},
Title = {{Interculturality and disability: a pending challenge in teacher
   education}},
Journal = {{REVISTA DE EDUCACION INCLUSIVA}},
Year = {{2017}},
Volume = {{10}},
Number = {{2}},
Pages = {{57-75}},
Month = {{DEC}},
Abstract = {{The following article presents a theoretical research with respect to
   the training that teachers receive in relation to the attention of
   students of foreign origin with disabilities. Students who are enrolled
   in special education classrooms in the public centers of Andalusia,
   specifically in the province of Almeria.
   The main objective of this research is to study and analyze the training
   received by Special Education teachers in relation to work in contexts
   of cultural diversity Thus, in order to respond to this main objective,
   we propose a qualitative methodological design of a
   descriptive-interpretative nature, using documentary and content
   analysis as a research technique. The sample of the study consists of
   the documents that regulate the initial training offered by the
   University of Almeria to teachers of Early Childhood Education, Primary
   Education and Special Education in the academic year 2017-2018.
   The results obtained show us that in spite of the strengths present in
   the degrees analyzed in terms of attention to cultural diversity and
   disability, there are also certain limitations such as: the general
   nature of competencies, content and learning outcomes, or the lack of
   coordination in planning of learning.}},
Publisher = {{UNIV ALMERIA}},
Address = {{CTRA SACRAMENTO, S-N, LA CANADA DE SAN URBANO, ALMERIA, 04120, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Canosa, VF (Reprint Author), Univ Almeria, Dept Educ, Almeria, Spain.
   Figueredo Canosa, Victoria; Sanchez Ayala, Adoracion, Univ Almeria, Dept Educ, Almeria, Spain.
   Perez Esteban, Maria Dolores, Univ Almeria, Almeria, Spain.}},
ISSN = {{1889-4208}},
EISSN = {{1989-4643}},
Keywords = {{Interculturality; disability; teacher training; special education}},
Keywords-Plus = {{INCLUSIVE EDUCATION; CULTURAL-DIVERSITY; SCHOOL; STUDENT}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{vfc310@ual.es
   mpe242@ual.es
   aayala@ual.es}},
Cited-References = {{Acedo C., 2011, PROSPECTS Q REV COMP, V41, P301, DOI DOI 10.1007/S11125-011-9198-2.
   Agencia Europea para el Desarrollo de la Educacion del Alumnado con Necesidades Educativas Especiales, 2009, MULT NEC ED ESP.
   Fernandez FJA, 2012, ESPIRAL, V5, P16.
   ARROYO MJ, 2012, TENDENCIAS PEDAGOGIC, V19, P25.
   Villaverde VA, 2014, ESPIRAL, V7, P30.
   Banks JA, 2014, REV ELECTRON INTERUN, V17, P1, DOI 10.6018/reifop.17.2.197571.
   Casado Munoz R., 2012, EDUCACION ESCUELA IN.
   Munoz RC, 2012, REV EDUC INCL, V5, P141.
   Colas Pons A., 2014, EDUSOL, V14, P1.
   Consejo de Europa, 2006, DIARIO OFICIAL  1103.
   Coronel JM, 2015, TEACH TEACH, V21, P400, DOI 10.1080/13540602.2014.968896.
   Frutos AE, 2015, REV INFANC ADOLESC, P31, DOI 10.4995/reinad.2015.3772.
   Gonzalez MTG, 2008, REICE-REV IBEROAM CA, V6, P82.
   Gonzalez-Gil F, 2013, EUR J INVEST HEALTH, V3, P125, DOI 10.1989/ejihpe.v3i2.30.
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   Lopez MDL, 2012, EDUC XX1, V15, P195.
   Lucio-Villegas E, 2015, REV INT EDUC JUSTICI, V4, P9.
   Martinez Bello V., 2013, DIALOGOS EDUCACAO ZA, V4, P1.
   Moliner O., 2012, REV EDUC, V358, P197, DOI DOI 10.4438/1988-592X-RE-2011-358-075.
   Calatayud TLM, 2016, REV EDUC INCL, V9, P207.
   Perez Tapias J. A., 2010, SABERES INCERTIDUMBR, P149.
   Munoz FJR, 2016, REV FUENTES, V18, P153, DOI 10.12795/revistafuentes.2016.18.2.03.
   Salinas J., 2010, PRESUPUESTO GASTO PU, V61, P133.
   Verdeja M, 2017, REV INT EDUC JUSTICI, V6, P367, DOI 10.15366/riejs2017.6.1.021.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Rev. Educ. Incl.}},
Doc-Delivery-Number = {{FW7JP}},
Unique-ID = {{ISI:000425499000004}},
DA = {{2020-03-18}},
}

@article{ ISI:000423282400003,
Author = {Capretto, Peter},
Title = {{On Not Operationalizing Disability in Theology}},
Journal = {{JOURNAL OF THE AMERICAN ACADEMY OF RELIGION}},
Year = {{2017}},
Volume = {{85}},
Number = {{4}},
Pages = {{889-919}},
Month = {{DEC}},
Abstract = {{Informed by debates on the reductionism of defining disciplinary
   concepts in disability studies and religion, this article argues that
   theology faces a unique ethical and methodological challenge in whether
   to operationalize experiences with disability into anything
   theologically significant or useful. Analyzing how some scholarship in
   disability theology has problematically appropriated disability even for
   liberatory purposes, it contends that theology struggles
   methodologically to distinguish itself from ideological rhetoric that
   deliberately marginalizes persons with disability. However, rejecting
   operationalization not only threatens the collaboration between theology
   and the social sciences afforded by operationalizing shared inquiries,
   but risks suggesting that disability is not worthy of sustained
   theological attention. The article proposes that this double-bind forces
   theology to critique operationalization by scrutinizing its relationship
   to usefulness itself. This means resisting the methodological compulsion
   for all persons and things to become useful, and retaining the
   theological possibility that interpersonal experience-disabled and
   otherwise-may be useless.}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Capretto, P (Reprint Author), Vanderbilt Univ, Grad Dept Relig, 411 21st Ave South, Nashville, TN 37240 USA.
   Capretto, Peter, Vanderbilt Univ, Grad Dept Relig, 411 21st Ave South, Nashville, TN 37240 USA.}},
DOI = {{10.1093/jaarel/lfx020}},
ISSN = {{0002-7189}},
EISSN = {{1477-4585}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{peter.capretto@vanderbilt.edu}},
Cited-References = {{Altman BM, 2000, RES SOC SCI DIS, V1, P1.
   Aristotle, 1998, METAPHYSICS.
   Barbour Ian G., 1997, RELIG SCI HIST CONT.
   Barnes C., 1998, DISABILITY READER SO, P65.
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   Brown L, 2008, CULTURAL COMPETENCE.
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   Davis L, 2013, DISABILITY STUDIES R, P263.
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   Descartes R, 1996, MEDITATIONS 1 PHILOS.
   Edworthy Ann, 2012, SOCIAL CARE NEURODIS, V3, P27.
   Egan Lisa, 2012, IM NOT PERSON DISABI.
   Eiesland Nancy., 1994, DISABLED GOD LIBERAT.
   Evelles Nirmala, 2013, DISABILITY STUDIES R, P354.
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   McRuer R., 2013, DISABILITY STUDIES R, P369.
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   Oliver M., 1983, SOCIAL WORK DISABLED.
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   Price M, 2015, HYPATIA, V30, P268, DOI 10.1111/hypa.12127.
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   Rousso H., 2013, DONT CALL ME INSPIRA.
   Schilbrack K, 2013, J RELIG, V93, P291, DOI 10.1086/670276.
   Shakespeare T., 2006, DISABILITY RIGHTS WR.
   Smith C, 2010, WHAT IS PERSON RETHI.
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   Swinton J, 2014, INT J PRACT THEOL, V18, P234, DOI 10.1515/ijpt-2014-0017.
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   Szasz Thomas, 1961, MYTH MENTAL ILLNESS.
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   WILLIAMS G, 1998, {[}No title captured], P234.
   Yong Amos, 2007, THEOLOGY SYNDROME RE.
   Young Stella, 2014, TED VIDEO, V9, P16.}},
Number-of-Cited-References = {{53}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Am. Acad. Relig.}},
Doc-Delivery-Number = {{FT6RW}},
Unique-ID = {{ISI:000423282400003}},
DA = {{2020-03-18}},
}

@article{ ISI:000419704500028,
Author = {Gavioli, Nicola},
Title = {{Bioethical Issues in Contemporary Brazilian Culture Euthanasia and
   Literature}},
Journal = {{LUSO-BRAZILIAN REVIEW}},
Year = {{2017}},
Volume = {{54}},
Number = {{2}},
Pages = {{129-151}},
Month = {{DEC 1}},
Abstract = {{This article focuses on the way in which contemporary Brazilian
   literature participates in the international debate regarding bioethical
   issues, with a particular focus on the representation and discussion of
   euthanasia and assisted suicide. Analyzing novels by Carlos Heitor Cony
   (A morte e a vida, 2007) and Eliane Brum (Uma duas, 2011), short texts
   by Moacyr Scliar and Drauzio Varella in dialogue with scholars in
   Critical Disability Studies, I demonstrate how Brazilian literature
   today is engaged in such problematic discussions as: patients' rights,
   disability, and ``good death,{''} presenting unusual points of view (A
   morte e a vida) and offering nuanced approaches that do not necessarily
   fit into binary simplifications for or against euthanasia (Uma duas).}},
Publisher = {{UNIV WISCONSIN PRESS}},
Address = {{JOURNAL DIVISION, 1930 MONROE ST, 3RD FL, MADISON, WI 53711 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gavioli, N (Reprint Author), Florida Int Univ, Dept Modern Languages, Bldg DM-482A,11200 SW 8th St, Miami, FL 33199 USA.
   Gavioli, Nicola, Florida Int Univ, Dept Modern Languages, Bldg DM-482A,11200 SW 8th St, Miami, FL 33199 USA.}},
ISSN = {{0024-7413}},
EISSN = {{1548-9957}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{ngavioli@fiu.edu}},
Cited-References = {{Andre Linda, 2003, DISABILITY STUDIES Q, V23.
   {[}Anonymous], 2013, SBT REPORTER    0422.
   {[}Anonymous], COMMUNICATION.
   {[}Anonymous], 2009, COD ET MED.
   Aviv R, 2015, NEW YORKER.
   Badiou Alain, 2003, ETHIQUE ESSAI CONSCI.
   Barbosa Adilson, 2011, ACTA SCI LANGUAGE CU, V33, P161.
   Barnard Paolo, 2006, DALLALTRA PARTE.
   Braswell Harold, 2015, KEYWORDS DISABILITY, P79.
   Braswell Harold, 2011, DISABILITY STUDIES Q, V31.
   BRUM E., 2012, REV EPOCA.
   BRUM Eliane, 2010, REV EPOCA.
   BRUM Eliane, 2009, REV EPOCA.
   Brum Eliane, 2011, UMA DUAS.
   Candra Cassia, 2011, A TARDE.
   Cardoso Regis, 1979, OS GIGANTES.
   Cony Carlos Heitor, 2007, A MORTE E A VIDA.
   Davis A., 2004, DISABILITY STUDIES Q, V24.
   Goffi Jean-Yves, 2004, PENSER LEUTHANASIE.
   Gomes Edlaine de Campos, 2008, PHYS REV SAUDE COLET, V18.
   Kalanithi P, 2016, BREATH BECOMES AIR.
   King Nancy M. P, 2005, SOCIAL MED READER PA.
   Lima Edvaldo Pereira, 2009, ANUARIO UNESCO METOD, V13, P145.
   LISBOA Adriana, 2013, HANOI.
   Manir Monica, 2015, ESTADO SAO PAULO.
   Martinez Monica, JORNALISTA AUTOR AMB.
   MATHIASEN H, 1993, EMPATHY PRACTICE MED, P135.
   Pequeno Tatiana, 2013, GRAGOATA, V35, P173.
   Pessini Leo, 2012, BIOETHIKOS, V6, P371.
   Real Miguel, 2015, MANIFESTO DEFESA MOR.
   ROSA Joao Guimaraes, 2015, GRANDE SERTAO VEREDA.
   Scliar Moacyr, 2006, CARTA MAIOR     1117.
   SCLIAR Moacyr, 2000, CAD SAUDE PUBLICA, V16, P245.
   Souza Valeria M., 2016, LIBRE ACCESO, P155.
   SPIRO HM, 1993, EMPATHY PRACTICE MED, P7.
   Tarabbia Andrea, 2014, LA BUONA MORTE.
   TELLES Lygia Fagundes, 2009, NOITE ESCURA MAIS EU.
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   Varella Drauzio, 2007, O MED DOENTE.
   Varella Drauzio, 2007, ESTACAO CARANDIRU.
   Varella Drauzio, 2004, POR UM FIO.
   Varella Drauzio, 2004, COMMUNICATION.
   Welby Piergiorgio, 2006, LASCIATEMI MORIRE.
   Wijkmark Carl-Henning, 1978, MODERN DEATH END HUM.}},
Number-of-Cited-References = {{45}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Luso-Braz. Rev.}},
Doc-Delivery-Number = {{FS3SZ}},
Unique-ID = {{ISI:000419704500028}},
DA = {{2020-03-18}},
}

@article{ ISI:000419466900016,
Author = {Dalmeda, Maria Esther Perez},
Title = {{Culture - Theory - Disability: Encounters between Disability Studies and
   Cultural Studies}},
Journal = {{REVISTA ESPANOLA DE DISCAPACIDAD-REDIS}},
Year = {{2017}},
Volume = {{5}},
Number = {{2}},
Pages = {{241-244}},
Month = {{DEC}},
Publisher = {{CENTRO ESPANOL DOCUMENTACION DISCAPACIDAD-CEDD}},
Address = {{REAL PATRONATO DISCAPACIDAD, CALLE SERRANO, 140, MADRID, 28006, SPAIN}},
Type = {{Book Review}},
Language = {{Spanish}},
Affiliation = {{Dalmeda, MEP (Reprint Author), Univ Oslo, Dept Special Needs Educ, Oslo, Norway.
   Dalmeda, Maria Esther Perez, Univ Oslo, Dept Special Needs Educ, Oslo, Norway.}},
ISSN = {{2340-5104}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{perezdalmeda@gmail.com}},
Cited-References = {{Waldschmidt A., 2017, CULTURE THEORY DISAB.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Rev. Esp. Discapac.-REDIS}},
Doc-Delivery-Number = {{FS0LZ}},
Unique-ID = {{ISI:000419466900016}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000417885900005,
Author = {Classen, Albrecht},
Title = {{The Marginalized Figure of the Dwarf and the Leper}},
Journal = {{STUDI MEDIEVALI}},
Year = {{2017}},
Volume = {{58}},
Number = {{2}},
Pages = {{675-696}},
Month = {{DEC}},
Abstract = {{In light of recent efforts to apply the theoretical concepts developed
   within the framework of Disability Studies to medieval literature, this
   article examines how marginal figures, such as lepers and dwarfs, are
   treated in representative works of the Tristan tradition and in a late
   medieval prose novel, Elisabeth von Nassau-Saarbriicken's Konigin
   Sibille. While lepers or dwarfs have traditionally been evaluated only
   in light of medical history or folklore, they ought to be considered
   also as individuals who suffer from being ostracized or marginalized. In
   fact, the various authors of Tristan romances and Elisabeth present, at
   first sight, rather regular characters who operate quite successfully
   within courtly society. At closer consideration, we can also realize
   that either the leper or the dwarf could emerge as an intriguing but
   nefarious individual who is utilized by the ruler and other aristocrats
   to endanger the lovers' happiness, demonstrating a remarkable lack of
   compassion and a willingness to pursue a violent strategy against the
   protagonists. The importance of those marginal figures within the
   literary context rests in the realization how much courtly, medieval,
   society also knew of many individuals who were disabled and handicapped
   and yet able to operate quite efficiently, which makes the old term
   `handicapped' truly inappropriate, and this already for the Middle Ages.}},
Publisher = {{CENTRO ITAL STUD SULL ALTO MED}},
Address = {{PALAZZO ANCAIANI, 06049 SPOLETO (PERUGIA), ITALY}},
Type = {{Article}},
Language = {{English}},
ISSN = {{0391-8467}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Medieval \& Renaissance Studies}},
Cited-References = {{Albrecht G., 2001, HDB DISABILITY STUDI.
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Number-of-Cited-References = {{70}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Studi Mediev.}},
Doc-Delivery-Number = {{FP8IJ}},
Unique-ID = {{ISI:000417885900005}},
DA = {{2020-03-18}},
}

@article{ ISI:000417767100005,
Author = {Abrams, Thomas},
Title = {{Braidotti, Spinoza and disability studies after the human}},
Journal = {{HISTORY OF THE HUMAN SCIENCES}},
Year = {{2017}},
Volume = {{30}},
Number = {{5}},
Pages = {{86-103}},
Month = {{DEC}},
Abstract = {{Disability studies has begun to employ Rosi Braidotti's posthumanism, as
   a means to challenge the exclusionary model of man, dominant both in the
   academy and in everyday life. Braidotti argues that we must embrace a
   new form of subjectivity to effectively address the academic,
   environmental and species challenges characterizing the posthuman
   condition. This critical posthuman subject is inspired, in part, by
   Baruch de Spinoza, read as a monistic philosopher of difference. In this
   article, I compare Braidotti's posthuman philosophy with Spinoza's
   Ethics, read through a Deleuzian lens. The two projects are extremely
   different. My arguments are twofold: first, that Braidotti's subjective
   reading overlooks Spinoza's anti-subjective rationalism; and, second,
   that we must be cautious about Braidotti's demands that we jettison all
   vestiges of man from philosophy, exploring disability or anything else.
   I make my case using the example of phenomenology. I end by asking what
   an expanded understanding of Spinoza's philosophy means for disability
   studies, for posthumanism and for other forms of radical philosophy in
   the future.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abrams, T (Reprint Author), Dalhousie Univ, Dept Sociol \& Social Anthropol, Room 2026,McCain Bldg,6135 Univ Ave,POB 15000, Halifax, NS B3H 4R2, Canada.
   Abrams, Thomas, Dalhousie Univ, Dept Sociol \& Social Anthropol, Room 2026,McCain Bldg,6135 Univ Ave,POB 15000, Halifax, NS B3H 4R2, Canada.}},
DOI = {{10.1177/0952695117724661}},
ISSN = {{0952-6951}},
EISSN = {{1461-720X}},
Keywords = {{Rosi Braidotti; disability; posthumanism; Baruch de Spinoza;
   subjectivity}},
Keywords-Plus = {{DIFFERENCE; EXPERIENCE; DELEUZE}},
Research-Areas = {{History \& Philosophy of Science; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{History \& Philosophy Of Science; History Of Social Sciences}},
Author-Email = {{thomas.abrams@dal.ca}},
Funding-Acknowledgement = {{Killam Trust}},
Funding-Text = {{The author disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This research
   was generously supported by the Killam Trust.}},
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Number-of-Cited-References = {{33}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Hist. Hum. Sci.}},
Doc-Delivery-Number = {{FP6WL}},
Unique-ID = {{ISI:000417767100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000416977100003,
Author = {Robertson, Janet and Chadwick, Darren and Baines, Susannah and Emerson,
   Eric and Hatton, Chris},
Title = {{Prevalence of Dysphagia in People With Intellectual Disability: A
   Systematic Review}},
Journal = {{INTELLECTUAL AND DEVELOPMENTAL DISABILITIES}},
Year = {{2017}},
Volume = {{55}},
Number = {{6}},
Pages = {{377-391}},
Month = {{DEC}},
Abstract = {{Dysphagia (feeding and swallowing disorder) is associated with serious
   health complications and psychosocial sequelae. This review summarizes
   international research relating to the prevalence of dysphagia in people
   with intellectual disability. Studies published from 1990 to July 2016
   were identified using Medline, Cinahl, PsycINFO, Web of Science, email
   requests, and cross-citations. Twenty studies were identified. Dysphagia
   in people with intellectual disability appears to be associated with
   more severe levels of intellectual disability, comorbid cerebral palsy,
   and motor impairments. However, further research with representative
   samples of people with intellectual disability using adequate methods of
   assessment are required in order to provide more precise prevalence
   estimates and clarify factors that may be associated with dysphagia in
   this population.}},
Publisher = {{AMER ASSOC INTELLECTUAL DEVELOPMENTAL DISABILITIES}},
Address = {{444 N CAPITOL ST, NW STE 846, WASHINGTON, DC 20001-1512 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Robertson, J (Reprint Author), Univ Lancaster, Fac Hlth \& Med, Ctr Disabil Res, Div Hlth Res, Lancaster LA1 4YG, England.
   Robertson, Janet; Baines, Susannah; Emerson, Eric; Hatton, Chris, Univ Lancaster, Lancaster, England.
   Chadwick, Darren, Univ Wolverhampton, Wolverhampton, W Midlands, England.
   Emerson, Eric, Univ Sydney, Sydney, NSW, Australia.}},
DOI = {{10.1352/1934-9556-55.6.377}},
ISSN = {{1934-9491}},
EISSN = {{1934-9556}},
Keywords = {{dysphagia; intellectual disability; prevalence}},
Keywords-Plus = {{CEREBRAL-PALSY; HEALTH-PROBLEMS; OROPHARYNGEAL DYSPHAGIA;
   LEARNING-DISABILITY; MEALTIME SUPPORT; DOWN-SYNDROME; ADULTS; CHILDREN;
   POPULATION; MOTOR}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{j.m.robertson@lancaster.ac.uk}},
ResearcherID-Numbers = {{Chadwick, Darren David/H-7113-2019
   }},
ORCID-Numbers = {{Robertson, Janet Margaret/0000-0002-0519-9077}},
Funding-Acknowledgement = {{Public Health England}},
Funding-Text = {{This work was supported by Public Health England. However, the findings
   and views reported in this article are those of the authors and should
   not be attributed to Public Health England.}},
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Number-of-Cited-References = {{54}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Intellect. Dev. Disabil.}},
Doc-Delivery-Number = {{FO6MK}},
Unique-ID = {{ISI:000416977100003}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000416255200003,
Author = {Al Murphy, Melissa and McFerran, Katrina},
Title = {{Exploring the literature on music participation and social connectedness
   for young people with intellectual disability: A critical interpretive
   synthesis}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITIES}},
Year = {{2017}},
Volume = {{21}},
Number = {{4}},
Pages = {{297-314}},
Month = {{DEC}},
Abstract = {{Background: This article explores the literature on social connectedness
   and music for young people with disability. It then critically examines
   the level of congruence between the reported literature to date and
   current rights-based disability studies discourse. Method: A critical
   interpretive synthesis was used to examine 27 articles referencing the
   use of music for social connectedness. Areas of focus in the review are
   the nature of connections being fostered in music programs, the use of
   voice and collaboration. Results: The majority of music programs
   reported on closed groups. Outdated ``expert' models of working persist.
   The use of participants' voice in the literature is growing, although
   there is a lack of collaboration and negative reporting. Conclusion: A
   shift in thinking heralds greater collaboration with participants,
   although this could be broadened to include decisions on research
   agendas, planning and evaluation. There is also need for active
   fostering of broader socio-musical pathways.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Al Murphy, M (Reprint Author), Univ Melbourne, Natl Music Therapy Res Unit, 234 St Kilda Rd, Parkville, Vic 3006, Australia.
   Al Murphy, Melissa; McFerran, Katrina, Univ Melbourne, Melbourne, Vic, Australia.
   Al Murphy, Melissa, Scope Victoria, Box Hill, Vic, Australia.}},
DOI = {{10.1177/1744629516650128}},
ISSN = {{1744-6295}},
EISSN = {{1744-6309}},
Keywords = {{disability; music; social connectedness; young person}},
Keywords-Plus = {{LEARNING-DISABILITIES; SELF-ESTEEM; THERAPY; INCLUSION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{melissam1@student.unimelb.edu.au}},
Funding-Acknowledgement = {{Melbourne Social Equity Institute, University of Melbourne}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The author
   receives a Strategic Post Graduate Award scholarship, Melbourne Social
   Equity Institute, University of Melbourne.}},
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Number-of-Cited-References = {{69}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Intellect. Disabil.}},
Doc-Delivery-Number = {{FN8FA}},
Unique-ID = {{ISI:000416255200003}},
DA = {{2020-03-18}},
}

@article{ ISI:000416359600003,
Author = {Shoemaker, Terry and Griffin, Alexandria},
Title = {{Religion, counterprivates, and disabilites}},
Journal = {{CRITICAL RESEARCH ON RELIGION}},
Year = {{2017}},
Volume = {{5}},
Number = {{3}},
Pages = {{266-283}},
Month = {{DEC}},
Abstract = {{This article contributes to the emerging intersectional analyses of
   religious studies and disability studies by conceptualizing
   counterprivates specific to religious spaces. To accomplish this task,
   we investigate the ways in which persons with disabilities, both
   physical and cognitive, engender counterprivate spaces within
   Evangelical and Mormon churches. Specifically, we posit that those with
   disabilities constitute a counterprivate within (a) evangelical
   communities through theological incongruence and (b) within Mormon
   spaces through the ways in which counterprivates inform counterpublics.
   Throughout this paper, we elucidate Mormon and Evangelical spaces as a
   means of investigating the heterogeneity of private, religious spaces
   often unrecognized by scholarship.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Shoemaker, T (Reprint Author), Arizona State Univ, Religious Studies, 975 S Myrtle Ave, Tempe, AZ 85287 USA.
   Shoemaker, Terry; Griffin, Alexandria, Arizona State Univ, Religious Studies, 975 S Myrtle Ave, Tempe, AZ 85287 USA.}},
DOI = {{10.1177/2050303216676522}},
ISSN = {{2050-3032}},
EISSN = {{2050-3040}},
Keywords = {{Disability; evangelical; Mormon; counterprivate; private sphere}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{terry.shoemaker@asu.edu}},
Cited-References = {{Alston K, 2015, SUNDAY SPOTLIGHTGAIL.
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   YORGASON E, 2003, TRANSFORMATION MORMO.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Crit. Res. Relig.}},
Doc-Delivery-Number = {{FN9MA}},
Unique-ID = {{ISI:000416359600003}},
DA = {{2020-03-18}},
}

@article{ ISI:000416151600013,
Author = {Morris, Megan A. and Maragh-Bass, Allysha C. and Griffin, Joan M. and
   Rutten, Lila J. Finney and Lagu, Tara and Phelan, Sean},
Title = {{Use of Accessible Examination Tables in the Primary Care Setting: A
   Survey of Physical Evaluations and Patient Attitudes}},
Journal = {{JOURNAL OF GENERAL INTERNAL MEDICINE}},
Year = {{2017}},
Volume = {{32}},
Number = {{12}},
Pages = {{1342-1348}},
Month = {{DEC}},
Abstract = {{Accessible diagnostic equipment, including height-adjustable examination
   tables, is necessary to accommodate patients with disabilities. Studies
   demonstrate that only a minority of clinics provide accessible
   equipment. For clinics with this equipment, no studies have examined the
   use of such equipment in routine clinical care.
   In primary care clinics with and without height-adjustable examination
   tables, we compared the frequency and variation in physical evaluations
   on examination tables and patients' perceptions of quality care.
   Survey administered to patients at two primary care clinics in
   Rochester, MN, in 2015. One clinic had height-adjustable examination
   tables in every exam room; the other clinic had none.
   A total of 399 English-speaking adult primary care patients (61\%
   participation).
   Participants were asked whether they were physically evaluated on a
   table during their clinical encounter. In addition, they completed two
   subscales of the Patient Perception of Quality of Care survey:
   Perceptions of Provider's Bedside Manner and Perceptions of Provider's
   Work.
   Overall, there were no differences between clinics in the likelihood of
   patients being examined on an exam table or in their perceptions of
   quality of care. Across both clinics, patients who reported a disability
   were 27\% less likely to be examined on a table, were less likely to
   rate their provider's bedside manner favorably (74\% vs. 59\%) and to
   have positive perceptions of their provider's work (46\% vs. 32\%) than
   patients without disabilities.
   The presence of accessible medical equipment was not associated with
   care delivered to patients. While this might not be meaningful for most
   patients, it could be problematic for patients with disabilities, who
   are less likely to be examined. Therefore, accessible equipment alone
   may not be sufficient to reduce disparities in the care experience.
   Provider- and organization-level factors must thus be considered in
   efforts to provide equitable care to patients with disabilities.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Morris, MA (Reprint Author), Mayo Clin, Dept Hlth Sci Res, Rochester, MN 55905 USA.
   Morris, Megan A.; Griffin, Joan M.; Rutten, Lila J. Finney, Mayo Clin, Robert D \&Patricia E Kern Ctr Sci Hlth Care Deliv, Rochester, MN USA.
   Morris, Megan A.; Griffin, Joan M.; Rutten, Lila J. Finney; Phelan, Sean, Mayo Clin, Dept Hlth Sci Res, Rochester, MN 55905 USA.
   Morris, Megan A.; Maragh-Bass, Allysha C., Brigham \& Womens Hosp, Ctr Surg \& Publ Hlth, Boston, MA 02115 USA.
   Lagu, Tara, Baystate Med Ctr, Ctr Qual Care Res, Springfield, MA USA.
   Lagu, Tara, Tufts Univ, Sch Med, Dept Med, Boston, MA USA.
   Lagu, Tara, Baystate Med Ctr, Div Hosp Med, Springfield, MA USA.}},
DOI = {{10.1007/s11606-017-4155-2}},
ISSN = {{0884-8734}},
EISSN = {{1525-1497}},
Keywords = {{disability; primary care; access to care; disparity}},
Keywords-Plus = {{HEALTH INTERVIEW SURVEY; BREAST-CANCER; UNITED-STATES; MOBILITY
   IMPAIRMENTS; PREVENTIVE SERVICES; DISABILITIES; WOMEN; DISPARITIES;
   QUALITY; SATISFACTION}},
Research-Areas = {{Health Care Sciences \& Services; General \& Internal Medicine}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Medicine, General \& Internal}},
Author-Email = {{Megan.a.morris@ucdenver.edu}},
Funding-Acknowledgement = {{Mayo Clinic Robert D. and Patricia E. Kern Center for the Science of
   Healthcare Delivery}},
Funding-Text = {{The authors would like to thank Ashley Pitzer, who assisted with survey
   collection, and Avni Gupta, for her assistance in analyzing the data.
   This research was supported by the Mayo Clinic Robert D. and Patricia E.
   Kern Center for the Science of Healthcare Delivery. The funder had no
   role in the design or conduct of the study, the analysis or
   interpretation of the data, or the review or approval of the manuscript.
   The results were presented at the 2016 American Public Health
   Association Annual Meeting and Expo in Denver, CO.}},
Cited-References = {{Ali Niloufer Sultan, 2012, Qual Prim Care, V20, P375.
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Number-of-Cited-References = {{34}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Gen. Intern. Med.}},
Doc-Delivery-Number = {{FN6UM}},
Unique-ID = {{ISI:000416151600013}},
OA = {{Bronze, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000414182900008,
Author = {Riches, Tanya N. and O'Brien, Patricia M. and CDS Inclusive Res Network},
Title = {{Togetherness, teamwork and challenges: ``Reflections on building an
   inclusive research network{''}}},
Journal = {{BRITISH JOURNAL OF LEARNING DISABILITIES}},
Year = {{2017}},
Volume = {{45}},
Number = {{4}},
Pages = {{274-281}},
Month = {{DEC}},
Abstract = {{Accessible Summary
   This article is about the Inclusive Research Network run by the Centre
   for Disability Studies. It outlines our progress made towards an
   inclusive research network since 2010. It highlights inclusive research
   from the view of people in our network. It answers the questions what is
   inclusive research? and what makes research inclusive? It compares the
   process of research undertaken by our network against Johnson and
   Walmsley (). Three themes were an important part of inclusive research:
   togetherness, teamwork and challenges It notes that togetherness is
   missing from Johnson and Walmsley principles of inclusive research.
   Abstract Background This article presents a case study of the Centre for
   Disability Studies' Inclusive Research Network. The network is a dynamic
   group of around fifteen people who have intellectual and other
   disabilities, support workers and university researchers.
   Methods The study was based upon an evaluation of the group's research
   practice, as demonstrated by their work together over the last 7years.
   Network members created focus groups to outline the process of their
   research. These reflections formed the basis of a presentation video
   recorded for the 50th anniversary of the International Association for
   the Scientific Study of Intellectual and Developmental Disabilities
   conference. The video outlined the groups' understanding of inclusive
   research. A transcript of the script was used to analyse and reflect
   upon the group's processes. Thus, this article outlines inclusive
   research from the perspective of network members, evaluated against the
   founding principles of inclusive research presented in Johnson and
   Walmsley ()'s well-known volume.
   Results The network member's answers show consistency with these
   principles developed by Johnson and Walmsley. Themes identified were the
   need for teamwork and challenges in following these principles.
   Conclusion In defining what inclusive research is and what makes
   research inclusive, the answers highlight the relational dynamics
   between the team members, and need to continually work on togetherness.
   The affective connection between researchers is to them a highly
   significant part of what is considered successful inclusive research,
   particularly for coresearchers with intellectual disabilities. This
   article suggests the affective dimension may be undervalued in the
   current literature.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Riches, TN (Reprint Author), Ctr Disabil Studies, Camperdown, NSW, Australia.
   Riches, Tanya N.; O'Brien, Patricia M.; CDS Inclusive Res Network, Ctr Disabil Studies, Camperdown, NSW, Australia.}},
DOI = {{10.1111/bld.12199}},
ISSN = {{1354-4187}},
EISSN = {{1468-3156}},
Keywords = {{empowerment issues; inclusive researchintellectual disability; learning
   (intellectual) disabilities}},
Keywords-Plus = {{DISABILITY RESEARCH; PEOPLE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{tanya.riches@sydney.edu.au}},
ResearcherID-Numbers = {{Riches, Tanya/AAA-8997-2019}},
ORCID-Numbers = {{Riches, Tanya/0000-0001-5980-1599}},
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Number-of-Cited-References = {{32}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Brit. J. Learn. Disabil.}},
Doc-Delivery-Number = {{FL4FE}},
Unique-ID = {{ISI:000414182900008}},
DA = {{2020-03-18}},
}

@article{ ISI:000413106900005,
Author = {Peta, Christine and McKenzie, Judith and Kathard, Harsha and Africa,
   Adelene},
Title = {{We are Not Asexual Beings: Disabled Women in Zimbabwe Talk About Their
   Active Sexuality}},
Journal = {{SEXUALITY RESEARCH AND SOCIAL POLICY}},
Year = {{2017}},
Volume = {{14}},
Number = {{4}},
Pages = {{410-424}},
Month = {{DEC}},
Abstract = {{This paper illuminates the experiences of sexuality of disabled women in
   Zimbabwe, from a standpoint where the women challenge the myth that they
   are asexual beings. Sixteen women with disabilities participated in this
   study and a number of themes emerged from an analysis of their
   narratives. A discussion of all the themes that emerged in the broad
   study is beyond the scope of this article; hence, in this paper, we
   focus on four themes that illuminate the active sexuality of
   participants: (1) dynamic engagement in intimate partner relationships,
   (2) drawing feminine strategic power from cultural practices of sexual
   initiation, (3) enhancing eroticism through vaginal modification, and
   (4) reproduction and motherhood. The purpose of this paper is to
   demonstrate that while disabled women may acknowledge the oppression
   they perceive as being characteristic of their experiences of sexuality,
   they are not passive recipients of disability and sexuality stereotypes.
   Disabled women construct their own understanding of what it means to be
   sexual and they assert their sexuality in ways that challenge the
   dominant, restrictive, and ableist constructions of sexuality. The
   themes that we discuss in this article highlight the intersectional
   nature of the experiences of sexuality of participants within a critical
   feminist disability studies theoretical framework.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Peta, C (Reprint Author), Univ Cape Town, Dept Hlth \& Rehabil Sci, Groote Schuur Hosp, F45 Old Main Bldg,Anzio Rd, ZA-7925 Cape Town, South Africa.
   Peta, Christine; McKenzie, Judith, Univ Cape Town, Dept Hlth \& Rehabil Sci, Groote Schuur Hosp, F45 Old Main Bldg,Anzio Rd, ZA-7925 Cape Town, South Africa.
   Kathard, Harsha, Univ Cape Town, Dept Hlth Sci Educ Hlth \& Rehabil Sci, Cape Town, South Africa.
   Africa, Adelene, Univ Cape Town, Sch African \& Gender Studies, Dept Gender Studies, Cape Town, South Africa.}},
DOI = {{10.1007/s13178-016-0266-5}},
ISSN = {{1868-9884}},
EISSN = {{1553-6610}},
Keywords = {{Disability; Sexuality; Gender; Culture; Zimbabwe}},
Keywords-Plus = {{DISABILITY; HEALTH; EROTICISM}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{developafrica2020@gmail.com}},
ORCID-Numbers = {{McKenzie, Judith/0000-0002-2575-7718}},
Funding-Acknowledgement = {{Canon Collins Educational and Legal Assistance Trust; Margaret McNamara
   Memorial Fund (World Bank); Council for the Development of Social
   Science Research in Africa (CODESRIA)}},
Funding-Text = {{This study was funded by Canon Collins Educational and Legal Assistance
   Trust, The Margaret McNamara Memorial Fund (World Bank) and The Council
   for the Development of Social Science Research in Africa (CODESRIA).}},
Cited-References = {{Abu-Habib L., 1997, GENDER DISABILITY WO.
   Agersnap J., 1998, PURSUING GROUNDED TH.
   Albrecht G., 2001, HDB DISABILITY STUDI.
   American Foundation for the Blind, 2016, LIVI VIS LOSS.
   Andrews G., 2005, WOMENS SEXUAL HLTH.
   Asch Adrienne, 1997, DISABILITY STUDIES R, P241.
   Bagnol B., 2008, FINNISH J ETHNICITY, V3, P42.
   Bagnol B, 2008, CULT HEALTH SEX, V10, P573, DOI 10.1080/13691050801999071.
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   Mgwili V. N., 2006, DISABILITY SOCIAL CH, P261.
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   Shakespeare T, 2006, DISABILITY STUDIES R, V2, P214.
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   Skeggs B., 1997, FORMATIONS CLASS GEN.
   Staples R., 2006, EXPLORING BLACK SEXU.
   Tamale S, 2005, FEM AFR, P9.
   Tamale Sylvia, 2011, AFRICAN SEXUALITIES.
   Thoennes N., 2006, EXTENT NATURE CONSEQ.
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   Watson N, 2002, DISABIL SOC, V17, P509, DOI 10.1080/09687590220148496.
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   WHO, 2011, WORLD REPORT ON DISABILITY, P1.
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   World Health Organization, 2006, DEF SEX HLTH REP TEC.
   Zinanga Evelyn, 1996, SO AFRICA FEMINIST R, V2, P3.}},
Number-of-Cited-References = {{62}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Sex. Res. Soc. Policy}},
Doc-Delivery-Number = {{FJ9OG}},
Unique-ID = {{ISI:000413106900005}},
DA = {{2020-03-18}},
}

@article{ ISI:000395524000002,
Author = {Yoshida, Karen K. and Self, Hazel and Willis, Heather and Rose, Natalie},
Title = {{Values and Principles of Teaching Critical Disability Studies in a
   Physical Therapy Curriculum - Part 2: Pedagogical Imperatives and
   Teaching Innovations}},
Journal = {{PHYSIOTHERAPY CANADA}},
Year = {{2017}},
Volume = {{69}},
Number = {{1}},
Pages = {{6-9}},
Month = {{WIN}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Yoshida, KK (Reprint Author), Univ Toronto, Dept Phys Therapy, 160-500 Univ Ave, Toronto, ON M5G 1V7, Canada.
   Yoshida, Karen K., Univ Toronto, Dept Phys Therapy, Rehabil Sci Inst, Toronto, ON, Canada.
   Yoshida, Karen K., Univ Toronto, Dalla Lana Sch Publ Hlth, Social \& Behav Sci Div, Toronto, ON, Canada.
   Yoshida, Karen K.; Rose, Natalie, Univ Toronto, Rehabil Sci Inst, Toronto, ON, Canada.
   Self, Hazel, Ryerson Univ, West Pk Healthcare Ctr, Gage Transit Independent Living, Toronto, ON, Canada.
   Willis, Heather, Ryerson Univ, Off Equ Divers \& Inclus, Toronto, ON, Canada.}},
DOI = {{10.3138/ptc.69.1.GEE2}},
ISSN = {{0300-0508}},
EISSN = {{1708-8313}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{karen.yoshida@utoronto.ca}},
Cited-References = {{Anderson RC, 2006, REV EDUC PEDAGOG CUL, V28, P367, DOI 10.1080/10714410600873258.
   Barnes C., 2001, HDB DISABILITY STUDI, P515, DOI DOI 10.4135/9781412976251.
   Charlton JI, 1998, NOTHING US US US DIS.
   Freire P, 1970, PEDAGOGY OPPRESSED.
   Hansen N, 2007, TIJDSCHR ECON SOC GE, V98, P493, DOI 10.1111/j.1467-9663.2007.00417.x.
   hooks b., 2000, FEMINIST THEORY MARG.
   Linton S, 1998, DISABIL SOC, V13, P525, DOI 10.1080/09687599826588.
   Mingus M, 2010, LEAVING EVIDENC 0225.
   Mingus Mia, 2011, LEAVING EVIDENC 0212.
   Oliver M, 2004, DISABLING BARRIERS E, V2, P7.
   Overboe James, 1999, BODY SOC, V5, P17, DOI DOI 10.1177/1357034X99005004002.
   Swain J, 2000, DISABIL SOC, V15, P569, DOI 10.1080/09687590050058189.
   Union of the Physically Impaired Against Segregation, 1975, FUND PRINC DIS.
   Yoshida KK, 1998, PHYSIOTHER CAN, V50, P198.}},
Number-of-Cited-References = {{14}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{Physiother. Can.}},
Doc-Delivery-Number = {{EM7WW}},
Unique-ID = {{ISI:000395524000002}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000424430300006,
Author = {Starkowski, Kristen H.},
Title = {{Moving toward a disability-centric model of body politics in borderlands
   theory and fiction}},
Journal = {{LATINO STUDIES}},
Year = {{2017}},
Volume = {{15}},
Number = {{4}},
Pages = {{498-515}},
Month = {{NOV}},
Abstract = {{Gloria Anzaldua's Borderlands has been celebrated across several fields,
   and yet little attention has been given to her engagement with
   disability. This article expands considerations of geographical and
   social mobility, so that they also take into account physical
   (im)mobility. Anzaldua's meditations on movement highlight a gap in
   borderlands literature to which a disability studies perspective has
   much to add: questions of mobility at the border raise awareness of the
   bodily violations that occur there among subjects with disabilities. I
   point toward alternative modes of mobility that surface in borderlands
   literature, ranging from spiritual movement in Anzaldua's Borderlands to
   rhythmic stasis in Gomez-Pena's ``Border Brujo'' to creative and
   linguistic motion in Islas's The Rain God. These forms pinpoint ways in
   which disabled Chicanas/os and Latinas/os can rerepresent their bodies
   as mobile.}},
Publisher = {{PALGRAVE MACMILLAN LTD}},
Address = {{BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Starkowski, KH (Reprint Author), Princeton Univ, Dept English, Princeton, NJ 08544 USA.
   Starkowski, Kristen H., Princeton Univ, Dept English, Princeton, NJ 08544 USA.}},
DOI = {{10.1057/s41276-017-0090-y}},
ISSN = {{1476-3435}},
EISSN = {{1476-3443}},
Keywords = {{Borderlands; Disability; Anzaldua; Islas; Mobility; Gomez-Pena}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{khs@princeton.edu}},
Cited-References = {{Aldama F., 2005, DANCING GHOSTS CRITI.
   American History Museum, 2015, CONV LAT AS ADA.
   Anzaldua Gloria, 2012, BORDERLANDS FRONTERA.
   Baril A, 2015, FEMINIST REV, P59, DOI 10.1057/fr.2015.21.
   Bost S, 2010, ENCARNACION: ILLNESS AND BODY POLITICS IN CHICANA FEMINIST LITERATURE, P1.
   Deleuze Gilles, 2004, DESERT ISLANDS OTHER.
   Dinshaw Carolyn, 1999, GETTING MEDIEVAL SEX.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   Foucault Michel, 1986, HIST SEXUALITY, V3.
   Foucault Michel, 1994, POWER, V3, P157.
   Goffman E, 1986, STIGMA NOTES MANAGEM.
   Gomez-Petia Guillermo, 1991, TDR-DRAMA REV-J PERF, V35.3, P48, DOI DOI 10.2307/1146131.
   Imrie R, 2000, ENVIRON PLANN A, V32, P1641, DOI 10.1068/a331.
   Islas A., 1984, THE RAIN GOD.
   Islas A., 2003, UNCOLLECTED WORKS, V3, P163.
   Minich Julie Avril, 2014, ACCESSIBLE CITIZENSH.
   MINOW M, 1990, MAKING ALL DIFFERENC.
   Ng E., 1998, BERKELEY LINGUISTICS, V24, P173.
   Office of the President, 1991, MEM RES A ISL 1938 1.
   Puar JK, 2015, SOC TEXT, V33, P45, DOI 10.1215/01642472-3125698.
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   Wendell S, 1996, REJECTED BODY FEMINI.
   Williams Raymond, 1977, MARXISM LIT, P128.
   Withers A. J., 2012, DISABILITY POLITICS.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Lat. Stud.}},
Doc-Delivery-Number = {{FV2XC}},
Unique-ID = {{ISI:000424430300006}},
DA = {{2020-03-18}},
}

@article{ ISI:000418776000013,
Author = {Damonte, Marco},
Title = {{PHILOSOPHY AND SCHOLASTIC INCLUSIVITY AN HISTORICAL APPROACH AND AN
   OPERATIVE PROPOSAL}},
Journal = {{COMUNICAZIONE FILOSOFICA}},
Year = {{2017}},
Volume = {{39}},
Pages = {{100-128}},
Month = {{NOV}},
Abstract = {{The aim of this paper is twofold. In the first part I propose an
   historical reflection on the relationship between philosophy and
   disability, paying attention to the contribution of feminist
   philosophies, disability studies, the ethics of care (Kittay) and the
   capability approach (Nussbaum and Sen). Following some indications from
   the first part, in the second one I offer a didactic path in order to
   teach history of philosophy to intellectual disabled students, following
   some suggestions from the ``Philosophy for Children{''} and from the
   ``Philosophical Practice{''}.}},
Publisher = {{SOC FILOSOFICA ITALIANA-SFI}},
Address = {{DIPT STUDI FILOSOFICI, UNIV STUDI DI ROMA LA SAPIENZA, ROME, 00161,
   ITALY}},
Type = {{Article}},
Language = {{Italian}},
ISSN = {{1128-9082}},
Keywords = {{Disability Studies; Capability Approach; Didactics of Philosophy;
   Philosophy of Children; Inclusiveness}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Cited-References = {{{[}Anonymous], 2006, LA SFID ED.
   BIKLEN D, 1992, SCH LABELS PARENTS E.
   Brenifier O., 2012, PRATICA FILOSOFIA NE.
   Brenifier O., 2012, IMPARARE FILOSOFARE.
   Brenifier O, 2015, FILOSOFARE COME SOCR.
   Celora S., 2006, STORIA FILOSOFI EPIC.
   Celora S., 2004, STORIA FILOSOFI ANTI.
   Charlton J. I., 1998, NOTHING US US DISABI.
   Crary A., 2015, VALOR HUMANIDAD REFL.
   Damonte M., 2011, ANALISI ANNUARIO SOC, P331.
   Fasce P., 2015, DIFFERENT NOT LESS.
   Fraser Nancy, 2002, SUBJECT CARE FEMINIS, P14.
   Garrau M., 2010, CARE JUSTICE DEPENDE.
   Gartner A., 2001, INCLUSION SERVICE NO.
   Gilligan Carol, 1987, CON VOCE DI DONNA.
   Guzzetti S., 2015, AVVENIRE        1203.
   Kittay E. F., 2010, CURA AMORE DONNE UGU.
   Kittay E. F., 2009, PHILOS TOPICS, V37, P53.
   Kittay Eva, 2009, FEMINIST ETHICS SOCI, P121.
   Labriola A. Gargiulo, 2013, FORMAZIONE INSEGNAME, VXI, P207.
   Lepri C., 2011, VIAGGIATORI INATTESI.
   Lipman M., 2005, EDUCARE AL PENSIERO.
   Lipsky DK, 1996, HARVARD EDUC REV, V66, P762, DOI 10.17763/haer.66.4.3686k7x734246430.
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   Macintyre A., 2001, ANIMALI RAZIONALI DI.
   Millon I., 2012, QUADERNO ESERCIZI FI.
   Modugno A., 2014, FILOSOFIA DIDATTICA.
   Morris J., 2001, HYPATIA, V16, P1, DOI DOI 10.1111/J.1527-2001.2001.TB00750.X.
   Mounier E., 2004, IL PERSONALISMO.
   Nussbaum M., 1990, LIBERALISM HUMAN GOO.
   Nussbaum M., 2007, NUOVE FRONTIERE GUIS.
   Nussbaum M., 2002, GIUSTIZIA SOCIALE DI.
   Pariotti E., 2009, LESSICO DISCRIMINAZI, P159.
   Peroni M., 2006, RITARDO MENTALE COME.
   Rawls J., 2002, GIUSTIZIA COME EQUIT.
   Rawls J., 1991, TEORIA GIUSTIZIA.
   RAWLS J., 1999, LIBERALISMO POLITICO.
   Rossetti L., 2008, GIORNALE METAFISICA, VXXX, P3.
   SEN A., 2006, SCELTA BENESSERE EQU.
   Sen A. K., 1994, DISEGUAGLIANZA RIESA.
   Sen A. K., 2010, L IDEA DI GIUSTIZIA.
   Silvers A., 2007, BLACKWELL GUIDE FEMI, P131.
   Silvers A., 2013, FEMINIST PERSPECTIVE.
   Taufer L., 2008, ADOLESCENTI FILOSOFI.
   Tronto J.C., 2006, CONFINI MORALI ARGOM.
   UNESCO, 2011, TEACH PHIL EUR N AM.
   Wasserman D, 2011, DISABILITY DEFINITIO.
   Wasserman D., 2013, DISABILITY JUSTICE.
   Zanichelli M., 2012, PERSONE PRIMA CHE DI.
   Zanichelli M, 2013, RIV FILOS DIRIT, V2, P205, DOI 10.4477/73548.}},
Number-of-Cited-References = {{50}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Comun. Filos.}},
Doc-Delivery-Number = {{FR0TJ}},
Unique-ID = {{ISI:000418776000013}},
DA = {{2020-03-18}},
}

@article{ ISI:000414389803102,
Author = {Sherlaw, W.},
Title = {{Participation as a means or an end within HTA and ICT: lessons from a
   disability studies approach}},
Journal = {{EUROPEAN JOURNAL OF PUBLIC HEALTH}},
Year = {{2017}},
Volume = {{27}},
Number = {{3}},
Month = {{NOV}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Sherlaw, W., EHESP, Rennes, France.}},
ISSN = {{1101-1262}},
EISSN = {{1464-360X}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{William.Sherlaw@ehesp.fr}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Eur. J. Public Health}},
Doc-Delivery-Number = {{FL6XP}},
Unique-ID = {{ISI:000414389803102}},
DA = {{2020-03-18}},
}

@article{ ISI:000413250800005,
Author = {Ellcessor, Elizabeth},
Title = {{Cyborg hoaxes: Disability, deception, and critical studies of digital
   media}},
Journal = {{NEW MEDIA \& SOCIETY}},
Year = {{2017}},
Volume = {{19}},
Number = {{11}},
Pages = {{1761-1777}},
Month = {{NOV}},
Abstract = {{This article examines academic and popular examples of a cyborg hoaxan
   articulation of gender, dis/ability, and technology that is deceptive,
   reinforces an ideology of ability, and prevents users and scholars alike
   from seeing the value of disability for digital media cultures. The
   article uses cyborg theory, cyberculture studies, literature on online
   deception, and critical disability studies to argue that cyborg hoaxes
   are a dominant but stereotypical representation. This is contrasted with
   ethnographic data about disabled peoples' online experiences, which
   suggest that alternative linkages of disability, gender, and technology
   can provide valuable insights into the critical study of online
   cultures.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ellcessor, E (Reprint Author), Indiana Univ Bloomington, Media Sch, Cinema \& Media Studies, 800 E Third St, Bloomington, IN 47405 USA.
   Ellcessor, Elizabeth, Indiana Univ Bloomington, Cinema \& Media Studies, Indiana, PA USA.}},
DOI = {{10.1177/1461444816642754}},
ISSN = {{1461-4448}},
EISSN = {{1461-7315}},
Keywords = {{Catfish; cultural studies; cyborg; disability; gender; identity;
   Internet studies; trolling}},
Keywords-Plus = {{INTERNET; RACE}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{eellcess@indiana.edu}},
Cited-References = {{Adam A, 2009, INFORM COMMUN SOC, V12, P1041, DOI 10.1080/13691180802552940.
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   Brophy JE, 2010, NEW MEDIA SOC, V12, P929, DOI 10.1177/1461444809350901.
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   Cherney J. L., 1999, ARGUMENTATION ADVOCA, V36, P22, DOI DOI 10.1080/00028533.1999.11951635.
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   Daniels J, 2013, NEW MEDIA SOC, V15, P695, DOI 10.1177/1461444812462849.
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   Goggin G., 2006, USES BLOGS, P161.
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   Hardaker C, 2010, J POLITENESS RES-LAN, V6, P215, DOI 10.1515/JPLR.2010.011.
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   Kacelnik C, 2011, ZERO BONE       1202.
   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   Marwick A. E., 2008, 1 MONDAY, V13.
   McNutt M, 2013, A V CLUB.
   McRuer Robert, 2012, SEX DISABILITY.
   Mitchell DT, 2001, NARRATIVE PROSTHESIS.
   Moser I., 2006, Information Communication \& Society, V9, P373, DOI 10.1080/13691180600751348.
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   Narby C., 2012, DOUBLE RAINBOW NAVIG.
   Newell C., 2003, DIGITAL DISABILITY S.
   Norden Martin F, 1994, CINEMA ISOLATION HIS.
   O'Brien J, 1999, COMMUNITIES CYBERSPA, P76.
   Penley Constance, 1991, TECHNOCULTURE.
   Phillips W., 2015, THIS IS WHY WE CANT.
   Poster M., 1995, 2 MEDIA AGE.
   Rheingold H, 1994, VIRTUAL COMMUNITY HO.
   Samuels Ellen, 2003, GLQ-J LESBIAN GAY ST, V9, P244.
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   STONE A, 1995, WAR DESIRE TECHNOLOG.
   Taylor T.L., 2006, PLAY BETWEEN WORLDS.
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   van Dijck J, 2013, CONVERGENCE-US, V19, P141, DOI 10.1177/1354856512457548.
   Van Gelder L, 1996, COMPUTERIZATION CONT, P533.
   Wendell S, 1996, REJECTED BODY FEMINI.
   Zeman N, 2013, VANITY FAIR.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{27}},
Journal-ISO = {{New Media Soc.}},
Doc-Delivery-Number = {{FK1OH}},
Unique-ID = {{ISI:000413250800005}},
DA = {{2020-03-18}},
}

@article{ ISI:000412904100004,
Author = {Bacon, Jessica and Blachman, Sheila},
Title = {{A Disability Studies in Education Analysis of the edTPA Through Teacher
   Candidate Perspectives}},
Journal = {{TEACHER EDUCATION AND SPECIAL EDUCATION}},
Year = {{2017}},
Volume = {{40}},
Number = {{4, SI}},
Pages = {{278-286}},
Month = {{NOV}},
Abstract = {{This analysis of the Special Education edTPA is written by two
   professors who co-taught a student teaching seminar at one institution
   and supported the first groups of teacher candidates required to submit
   the edTPA for certification in New York State. Data were gathered over
   three semesters and included open-ended student surveys, student
   journals, and public documents. Findings describe (a) how the edTPA
   requirements impacted teacher candidate learning, (b) the emphasis on
   one focus learner in the exam, (c) the discourse and language demands in
   the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We
   describe these findings and discuss their implications for inclusive and
   Special Education as understood through a disability studies in
   education perspective.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bacon, J (Reprint Author), Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Univ Hall,Room 3162,1 Normal Ave, Montclair, NJ 07043 USA.
   Bacon, Jessica, Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Univ Hall,Room 3162,1 Normal Ave, Montclair, NJ 07043 USA.
   Blachman, Sheila, CUNY, Lehman Coll, Special Educ, Dept Counseling Leadership Literacy \& Specail Edu, Bronx, NY USA.}},
DOI = {{10.1177/0888406417730110}},
ISSN = {{0888-4064}},
EISSN = {{1944-4931}},
Keywords = {{disability studies; inclusion; teacher preparation practices and
   outcomes; edTPA; educational policy; teacher preparation policy/service
   delivery}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{baconj@montclair.edu}},
Cited-References = {{Allan J., 2008, DOING INCLUSIVE ED R.
   Bacon J., 2016, TEACHER PERFORMANCE, P157.
   Baglieri S., 2012, DISABILITY STUDIES I.
   Blanton L. P., 2014, LS3.
   Bogdan R. C., 2003, QUALITATIVE RES ED I.
   Clough P., 2000, THEORIES INCLUSIVE E.
   Cosier M, 2013, REM SPEC EDUC, V34, P323, DOI 10.1177/0741932513485448.
   Cowley D., 2013, POWER PLAY J ED JUST, V5, P463.
   Cronenberg S., 2016, J INQUIRY ACTION ED, V8, P7.
   Danforth Scot, 2006, VITAL QUESTIONS FACI.
   Davis Lennard J, 2006, DISABILITY STUDIES R.
   Field S., 1998, PRACTICAL GUIDE TEAC.
   Fisher M, 2002, RES PRACT PERS SEV D, V27, P165, DOI 10.2511/rpsd.27.3.165.
   Friend M, 2010, J EDUC PSYCHOL CONS, V20, P9, DOI 10.1080/10474410903535380.
   Ledwell K, 2016, J TEACH EDUC, V67, P120, DOI 10.1177/0022487115624739.
   McCall Z, 2014, TEACH EDUC SPEC EDUC, V37, P51, DOI 10.1177/0888406413512684.
   National Center on Universal Design for Learning, 2013, REF UDL PUBL POL.
   New York State Education Department, 2013, GUID NEW YORK STAT C.
   Pugach M. C., 2016, TEACHER ED Q, V43, P3.
   Ryndak DL, 2014, RES PRACT PERS SEV D, V39, P65, DOI 10.1177/1540796914533942.
   Smith P., 2010, DISABILITY STUDIES Q, V30, P175.
   Stanford Center for Assessment Learning \& Equity, 2016, SPEC ED EDTPA HDB.
   Stanford Center for Assessment Learning \& Equity, 2015, EDTPA SUMM REP.
   Taylor Steve, 2006, VITAL QUESTIONS FACI.
   Wehmeyer M., 2002, CEC TODAY.}},
Number-of-Cited-References = {{25}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Teach. Educ. Spec. Educ.}},
Doc-Delivery-Number = {{FJ6YO}},
Unique-ID = {{ISI:000412904100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000413366800001,
Author = {Neumeier, William H. and Guerra, Nichole and Thirumalai, Mohanraj and
   Geer, Betty and Ervin, David and Rimmer, James H.},
Title = {{POWERSforID: Personalized Online Weight and Exercise Response System for
   Individuals with Intellectual Disability: study protocol for a
   randomized controlled trial}},
Journal = {{TRIALS}},
Year = {{2017}},
Volume = {{18}},
Month = {{OCT 23}},
Abstract = {{Background: Intellectual disability (ID) is characterized by limitations
   in intellectual functioning and adaptive behavior. Adults with ID
   exhibit higher rates of obesity and poorer health status compared to the
   general population. Continuity of care and barriers to health-related
   activities may contribute to the poorer health status observed in this
   population. To address this problem, a tailored weight management online
   health information and communication technology platform, known as
   POWERSforID, was developed and is being tested to determine if this
   delivery mechanism can improve weight maintenance/weight loss in adults
   with ID.
   Methods: Obese adults with mild-to-moderate ID (n = 70) are randomized
   to the POWERSforID intervention or control group for a 24-week trial.
   Each group undergoes an assessment that includes body weight, waist
   circumference, and percent body fat at baseline and at weeks 6, 12, and
   24. Physical activity barriers, healthy eating barriers, food frequency,
   and psychosocial wellbeing are measured at baseline and at weeks 12 and
   24. Blood lipids are assessed at baseline and 24 weeks. Participants
   randomized to POWERSforID receive access to the POWERSforID website and
   calls from a health coach (weekly during weeks 1-12, biweekly during
   weeks 13-24). The health coach employs motivational interviewing
   techniques adapted for individuals with ID to promote behavior change.
   Participants randomized to the control group receive standard clinical
   weight-loss care. Differences in weight, waist circumference, blood
   lipids, percent body fat, and psychosocial selfreport will be assessed.
   Barriers and facilitators of implementation as well as perception of
   study outcomes will be conducted via qualitative analysis.
   Discussion: POWERSforID is a novel information and communication
   technology platform designed to address health needs for adults with ID.
   This article describes the development and components of POWERSforID.
   The overall aim is to assess usability and feasibility of POWERSforID
   for promoting weight loss for obese adults with ID over the course of a
   24-week randomized control trial.}},
Publisher = {{BIOMED CENTRAL LTD}},
Address = {{236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Neumeier, WH (Reprint Author), Univ Alabama Birmingham, Lakeshore Fdn Res Collaborat, 331 Sch Hlth Profess Bldg,1705 Univ Blvd, Birmingham, AL 35294 USA.
   Neumeier, William H.; Thirumalai, Mohanraj; Rimmer, James H., Univ Alabama Birmingham, Lakeshore Fdn Res Collaborat, 331 Sch Hlth Profess Bldg,1705 Univ Blvd, Birmingham, AL 35294 USA.
   Guerra, Nichole; Geer, Betty; Ervin, David, Resource Exchange, 6385 Corp Dr,Suite 301, Colorado Springs, CO 80919 USA.}},
DOI = {{10.1186/s13063-017-2239-2}},
Article-Number = {{487}},
ISSN = {{1745-6215}},
Keywords = {{Weight loss; Intellectual disability; Telehealth; Motivational
   interviewing}},
Keywords-Plus = {{DEVELOPMENTAL-DISABILITIES; PHYSICAL-ACTIVITY; DOWN-SYNDROME; ADULTS;
   OBESITY; PEOPLE; TECHNOLOGY; ADOLESCENTS; NUTRITION; PROGRAM}},
Research-Areas = {{Research \& Experimental Medicine}},
Web-of-Science-Categories  = {{Medicine, Research \& Experimental}},
Author-Email = {{whneumei@uab.edu}},
Funding-Acknowledgement = {{United States Department of Health and Human Services, Administration
   for Community Living (ACL), National Institute on Disability,
   Independent Living, and Rehabilitation Research (NIDILRR)
   {[}90RT5020-03-00]; University of Colorado's Coleman Institute for
   Cognitive Disabilities in the Office of the University Colorado
   President}},
Funding-Text = {{The contents of this paper were developed under a grant \#
   90RT5020-03-00 from the United States Department of Health and Human
   Services, Administration for Community Living (ACL), National Institute
   on Disability, Independent Living, and Rehabilitation Research (NIDILRR)
   to the University of Illinois at Chicago for the Rehabilitation Research
   and Training Center on Developmental Disabilities and Health. However,
   those contents do not necessarily represent the policy of the Department
   of Health and Human Services (DHHS), and you should not assume
   endorsement by the Federal Government. In addition, significant
   multiyear private research funds have also been provided from the
   University of Colorado's Coleman Institute for Cognitive Disabilities in
   the Office of the University Colorado President. The funding agency does
   not have a role in the design of the study and collection, analysis, and
   interpretation of data.}},
Cited-References = {{American Association on Intellectual and Developmental Disabilities, DEF INT DIS.
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   Spanos D, 2013, NUTR J, V12, DOI 10.1186/1475-2891-12-132.
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Number-of-Cited-References = {{40}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Trials}},
Doc-Delivery-Number = {{FK3DY}},
Unique-ID = {{ISI:000413366800001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000422981300006,
Author = {Baynton, Douglas C.},
Title = {{Out of the Horrors of War: Disability Politics in World War II America}},
Journal = {{JOURNAL OF THE HISTORY OF MEDICINE AND ALLIED SCIENCES}},
Year = {{2017}},
Volume = {{72}},
Number = {{4}},
Pages = {{502-504}},
Month = {{OCT}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Baynton, DC (Reprint Author), Univ Iowa, Iowa City, IA 52242 USA.
   Baynton, Douglas C., Univ Iowa, Iowa City, IA 52242 USA.}},
DOI = {{10.1093/jhmas/jrx019}},
ISSN = {{0022-5045}},
EISSN = {{1468-4373}},
Keywords = {{Disability Studies; World War II; Trauma; Twentieth Century America;
   Health Activism}},
Research-Areas = {{Health Care Sciences \& Services; History \& Philosophy of Science}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; History \& Philosophy Of Science}},
Cited-References = {{JENNINGS A, 2016, POLIT CULT MOD AM, P1.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Hist. Med. Allied Sci.}},
Doc-Delivery-Number = {{FT2NS}},
Unique-ID = {{ISI:000422981300006}},
DA = {{2020-03-18}},
}

@article{ ISI:000416354100006,
Author = {Schallegger, Rene Reinhold},
Title = {{Flying? Falling? - Conflicting Representations of Disability in Kevin
   Kerr's Skydive (2007) and Brad Fraser's Kill Me Now (2013)}},
Journal = {{JOURNAL OF CONTEMPORARY DRAMA IN ENGLISH}},
Year = {{2017}},
Volume = {{5}},
Number = {{2}},
Pages = {{343-357}},
Month = {{OCT}},
Abstract = {{Canadian contemporary theatre is defined by a preponderance of
   previously marginalised discourses such as Feminist drama, First Nations
   drama, or Queer drama. The centre to periphery dispersal that has driven
   the Canadian cultural scene since the Massey Commission's final report
   (1951) has favoured the rise of these traditions into public awareness.
   At the same time, the voice of disabled persons is hardly ever heard on
   Canadian stages. This paper takes a closer look at two recent texts,
   Kevin Kerr's Skydive (2007) and Brad Fraser's Kill Me Now (2013), that
   aim to fill this absence.
   After a concise review of critical texts on disability studies,
   disability theatre, and disability aesthetics in order to establish an
   appropriate theoretical framework and terminology, the two plays are
   analysed for how they represent disability and disabled people. Kerr
   chooses to elide the different physicalities of his abled and disabled
   actors, establishing a transformative disability aesthetics. Fraser, in
   line with his usual modus operandi, opts for a more confrontational
   hypervisibility of his disabled characters and maximum emotional impact.
   Both authors are fully abled, however, so while their texts can be
   considered successful contributions to the representation of disabled
   persons on the contemporary Canadian stage, with diametrically opposed
   representational strategies, the question of an appropriation of voice
   remains pertinent.}},
Publisher = {{WALTER DE GRUYTER GMBH}},
Address = {{GENTHINER STRASSE 13, D-10785 BERLIN, GERMANY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Schallegger, RR (Reprint Author), Alpen Adria Univ Klagenfurt, Klagenfurt, Austria.
   Schallegger, Rene Reinhold, Alpen Adria Univ Klagenfurt, Klagenfurt, Austria.}},
DOI = {{10.1515/jcde-2017-0030}},
ISSN = {{2195-0156}},
EISSN = {{2195-0164}},
Keywords = {{Brad Fraser; Canadian drama; disability aesthetics; disability studies;
   disability theatre; gaze; Kevin Kerr}},
Keywords-Plus = {{PERFORMANCE; ARTS}},
Research-Areas = {{Theater}},
Web-of-Science-Categories  = {{Theater}},
Author-Email = {{Rene.Schallegger@aau.at}},
Cited-References = {{Berlant L, 2011, CRUEL OPTIMISM.
   Birkett Dea, 2015, GUARDIAN.
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   Wasserman Jerry, 2001, MODERN CANADIAN PLAY, V2.}},
Number-of-Cited-References = {{19}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Contemp. Drama Engl.}},
Doc-Delivery-Number = {{FN9KM}},
Unique-ID = {{ISI:000416354100006}},
DA = {{2020-03-18}},
}

@article{ ISI:000431743000198,
Author = {Dhanapal, Saroja and Balasingam, Usharani and Subramanian, Mogana
   Sunthari and Lin, Tan Mei},
Title = {{A Study to Identify the Common Stressor and Coping Strategies Adopted by
   Teachers in an Inclusive Classroom}},
Journal = {{ADVANCED SCIENCE LETTERS}},
Year = {{2017}},
Volume = {{23}},
Number = {{9, SI}},
Pages = {{9065-9071}},
Month = {{SEP}},
Note = {{ASIA International Conference (AIC) on Emerging Issues in Economics and
   Finance (EIEF) and Future of Marketing and Management (FMM), Univ
   Teknologi Malaysia, Johor Bahru, MALAYSIA, DEC 10-11, 2016}},
Abstract = {{Concerns over the high levels of reported work-related stress among
   teachers is widespread. Surveys from many countries have revealed a
   notion that the teaching profession imparts high levels of stress
   affecting teachers' well-being and willingness to stay in the
   profession. There is no doubt that teaching is a stressful occupation
   and it has been proven to be more stressful for those teaching in an
   inclusive classroom. An inclusive classroom is one in which students
   with and without disabilities study together. This research starts on
   the premise that teaching in an inclusive classroom is extremely
   stressful and strives to determine the main stressors of the teachers in
   the classroom and the coping strategies used to deal with them. A mixed
   research method was used in this research. The researchers obtained
   qualitative feedback from selected teachers teaching an inclusive class
   while quantitative data was obtained through a survey of 20 teachers
   teaching other inclusive classes. The results indicated that the main
   stressor in an inclusive class is students' behaviour. Most teachers are
   stressed when they are not able to manage the inclusive class well, due
   to the variety of students which resulted in them experiencing
   disappointment. The outcome of the research also showed that teachers
   constantly engage with their colleagues and adopt other positive
   strategies such as taking short breaks and doing other activities of
   interest to cope with stress. The research ends with recommendation that
   educational institutions should provide additional support and resources
   for teachers to alleviate the stress levels among teachers to assist
   them in copying with the stressors more effectively.}},
Publisher = {{AMER SCIENTIFIC PUBLISHERS}},
Address = {{26650 THE OLD RD, STE 208, VALENCIA, CA 91381-0751 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Dhanapal, S (Reprint Author), Univ Malaya, Fac Law, Jalan Univ, Kuala Lumpur 50603, Malaysia.
   Dhanapal, Saroja; Balasingam, Usharani; Subramanian, Mogana Sunthari; Lin, Tan Mei, Univ Malaya, Fac Law, Jalan Univ, Kuala Lumpur 50603, Malaysia.}},
DOI = {{10.1166/asl.2017.10024}},
ISSN = {{1936-6612}},
EISSN = {{1936-7317}},
Keywords = {{Inclusive Classroom; Stressors; Coping Strategies}},
Keywords-Plus = {{PERCEIVED SELF-EFFICACY; JOB-SATISFACTION; STUDENTS; BURNOUT}},
Research-Areas = {{Science \& Technology - Other Topics}},
Web-of-Science-Categories  = {{Multidisciplinary Sciences}},
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Number-of-Cited-References = {{54}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Adv. Sci. Lett.}},
Doc-Delivery-Number = {{GF2BJ}},
Unique-ID = {{ISI:000431743000198}},
DA = {{2020-03-18}},
}

@article{ ISI:000417408600005,
Author = {Wang, Fuson},
Title = {{Teaching guide for: `The historicist turn of romantic-era literary
   disability studies, or, Frankenstein in the dark'}},
Journal = {{LITERATURE COMPASS}},
Year = {{2017}},
Volume = {{14}},
Number = {{9}},
Month = {{SEP}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Wang, F (Reprint Author), Univ Calif Riverside, Riverside, CA 92521 USA.
   Wang, Fuson, Univ Calif Riverside, Riverside, CA 92521 USA.}},
DOI = {{10.1111/lic3.12400}},
Article-Number = {{e12409}},
ISSN = {{1741-4113}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Lit. Compass}},
Doc-Delivery-Number = {{FP1XQ}},
Unique-ID = {{ISI:000417408600005}},
DA = {{2020-03-18}},
}

@article{ ISI:000416102900045,
Author = {Salarzaei, Morteza and Malekzadegan, Alireza and Havasian, Mohamad Reza
   and Zaare, Mohammad Ali and Behnampoor, Mohammad and Mahmoodi, Zohreh},
Title = {{ASSESSING THE PREVALENCE OF DISABILITY AND ITS RELATIONSHIP WITH
   DEMOGRAPHIC CHARACTERISTICS OF THE ELDERLY IN ZAHEDAN CITY IN IRAN}},
Journal = {{INTERNATIONAL JOURNAL OF PHARMACEUTICAL SCIENCES AND RESEARCH}},
Year = {{2017}},
Volume = {{8}},
Number = {{9}},
Pages = {{3971-3977}},
Month = {{SEP}},
Abstract = {{Aging is among the phenomena more commonly discussed in world health in
   recent years. Disability is a good indicator to measure health status in
   the aging population. Accordingly, the primary objective of this study
   was to determine the prevalence of disability and its relationship with
   demographic characteristics of the elderly in Zahedan city in Iran in
   2016. This is a cross-sectional descriptive-analytic study. Using
   two-stage random sampling, 400 seniors were selected in Zahedan and were
   studied. A researcher made questionnaire was used to collect demographic
   information and disability study instruments included WHODAS - 36 items
   without time code. Collected data were analyzed using the SPSS version
   16 software using the chi-square test. Of 400, 218 individuals were
   female and 182ones were male and the mean age of the participant's was
   73.21 +/- 6.82 years old. The overall prevalence of disability among the
   elderly in Zahedan was 62.3\%. The prevalence of disability had a
   significant relationship with age, education, occupation and income
   level (p < 0.05), whereas no relationship was observed between
   disability with gender and marital status (p > 0.05). The highest
   prevalence of disability was in the areas of understanding,
   communication and getting around, whereas the lowest cases were in the
   areas of getting along and living with others, and self-care. According
   to the findings of this study, welfare policies and providing service
   packages for the elderly of higher age, lower education, and lower
   income level as well as the unemployed and disabled elderly can help
   both the individuals and the community.}},
Publisher = {{INT JOURNAL PHARMACEUTICAL SCIENCES \& RESEARCH}},
Address = {{1117, SECTOR 12 A, PANCHKULA, HARYANA, 00000, INDIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Salarzaei, M (Reprint Author), Zabol Univ Med Sci, Dept Cardiol, Fac Med, Zabol, Iran.
   Salarzaei, Morteza, Zabol Univ Med Sci, Med, Students Res Comm, Zabol, Iran.
   Zaare, Mohammad Ali, Zabol Univ Med Sci, BSC Speech Therapy, Students Res Comm, Zabol, Iran.
   Malekzadegan, Alireza, Zabol Univ Med Sci, Fac Med Sci, Zabol, Iran.
   Mahmoodi, Zohreh, Zabol Univ Med Sci, Fac Med Sci, Dept Cardiol, Zabol, Iran.
   Havasian, Mohamad Reza, Ilam Univ Med Sci, Sch Dent, Dept Periodont, Ilam, Iran.
   Behnampoor, Mohammad, Zahedan Univ Med Sci, Students Res Comm, Med, Zahedan, Iran.}},
DOI = {{10.13040/IJPSR.0975-8232.8(9).3971-77}},
ISSN = {{0975-8232}},
Keywords = {{Prevalence; Disability; Elderly; Zahedan}},
Keywords-Plus = {{QUALITY-OF-LIFE; RISK-FACTORS; HEALTH; SCLEROSIS; PEOPLE; WOMEN}},
Research-Areas = {{Pharmacology \& Pharmacy}},
Web-of-Science-Categories  = {{Pharmacology \& Pharmacy}},
Author-Email = {{mr.mortezasalar@gmail.com}},
ResearcherID-Numbers = {{Mahmoodi, zohre/V-6047-2017}},
Funding-Acknowledgement = {{Zahedan University of Medical Sciences}},
Funding-Text = {{We thanks from Zahedan University of Medical Sciences for financial
   supporting.}},
Cited-References = {{Adib M, 2008, IRANIAN J AGEING, V3, P547.
   Adib-Hajbaghery M, 2009, J KASHAN U MED SCI, V13, P225.
   Ahmadi A, 2016, SALMAND, V11, P118, DOI 10.21859/sija-1101118.
   {[}Anonymous], 2006, NEED ASS HLTH WELF S.
   Avlund K, 2003, SCAND J PUBLIC HEALT, V31, P126, DOI 10.1080/14034940210134130.
   Chehelamirani N, 2016, J REHABIL, V16, P334.
   Arias-Merino ED, 2012, ARCH GERONTOL GERIAT, V54, pE271, DOI 10.1016/j.archger.2012.02.010.
   Gary A, 2001, HDB DISABILITY STUDI, P122.
   Ge L, 2000, SOC SCI MED, V50, P1015, DOI 10.1016/S0277-9536(99)00351-2.
   Ghaneh B, 2016, ELDERLY HLTH J, V2, P39.
   Gill TM, 2004, AM J MED, V117, P484, DOI 10.1016/j.amjmed.2004.05.018.
   Grassman EJ, 2013, AGEING LIFECOURSE, P1.
   Havasian MR, 2014, KOOMESH, V15, P431.
   Hewitt B, 2006, JUST POLICY, V6, P1.
   Hudson M, 2008, ARTHRIT RHEUM-ARTHR, V59, P279, DOI 10.1002/art.23344.
   Kristjansson B, 1999, Chronic Dis Can, V20, P154.
   Mandal PK, 2010, IRAN J MED SCI, V35, P27.
   Minden SL, 2004, NEUROREHABILITATION, V19, P55.
   Mozafari M, 2016, J GERONTOL, V1, P64.
   Nejati V., 2009, QURAN MED, V13, P67.
   Ng TP, 2006, J AM GERIATR SOC, V54, P21, DOI 10.1111/j.1532-5415.2005.00533.x.
   Oman D, 1999, AM J EPIDEMIOL, V150, P834.
   Ozyuksel B, 2007, TURKISH J PSYCHIAT, V18, P1.
   Parahyba MI, 2005, REV SAUDE PUBL, V39, P383, DOI 10.1590/S0034-89102005000300008.
   Patel KV, 2006, J AGING HEALTH, V18, P315, DOI 10.1177/0898264305285653.
   Posl M, 2004, EVALUATION WHO DISAB.
   Priestley M., 2001, DISABILITY LIFE COUR, P35.
   Rose MS, 1999, J CLIN EPIDEMIOL, V52, P405, DOI 10.1016/S0895-4356(99)00014-1.
   Salmand BY, 2013, IRANIAN J AGEING, V8, P74.
   Shahbazi MR, 2016, IRANIAN J AGEING, V11, P132.
   Shahbazy M, 2008, IRANIAN J AGEING, V3, P84.
   Sharifian-Sani M, 2006, ARCH REHABIL, V7, P41.
   Tagharrobi Z, 2014, HOLISTIC NURSING MID, V24, P9.
   Taheri P, 2012, REPORTED ELDERLY POP.
   Tas U, 2007, PREV MED, V44, P272, DOI 10.1016/j.ypmed.2006.11.007.
   Vafaei Z, 2014, IRANIAN J AGEING, V8, P32.
   World Health Organization, 2009, PROC TRANSL AD INSTR.
   World Health Organization, 2009, 10 FACTS AG LIF COUR.
   World Health Organization, 2002, INT CLASS FUNCT DIS.
   2011, WORLD REP DIS, P1.}},
Number-of-Cited-References = {{40}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Pharm.l Sci. Res.}},
Doc-Delivery-Number = {{FN6DN}},
Unique-ID = {{ISI:000416102900045}},
OA = {{Bronze, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000416200800005,
Author = {Anicca, Skye},
Title = {{``Cripping the Mermaid: A Borderlands Approach to Feminist Disability
   Studies in Valerie Martin's `Sea Lovers'{''}}},
Journal = {{JNT-JOURNAL OF NARRATIVE THEORY}},
Year = {{2017}},
Volume = {{47}},
Number = {{3, SI}},
Pages = {{379-402}},
Month = {{FAL}},
Publisher = {{EASTERN MICHIGAN UNIV}},
Address = {{DEPT ENGLISH, YPSILANTI, MI 48197 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Anicca, S (Reprint Author), SUNY Albany, English Studies, Albany, NY 12222 USA.
   Anicca, Skye, SUNY Albany, English Studies, Albany, NY 12222 USA.}},
ISSN = {{1549-0815}},
EISSN = {{1548-9248}},
Keywords-Plus = {{MARTIN,VALERIE}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{Annear Steve, 2016, BOSTON GLOBE.
   Anzaldua G., 1987, BORDERLANDS FRONTERA.
   Barounis Cynthia, 2016, WOMENS STUDIES Q, V44, P188.
   Baynton Douglas, 2001, NEW DISABILITY HIST, P33, DOI DOI 10.1086/AHR/107.5.1523.
   Bell Elizabeth, 1995, MOUSE MERMAID POLITI, P175.
   Berube Michael, 2016, CHRONICLE HIGHER ED, V21.
   Bondeson Jan, 1999, FEEJEE MERMAID OTHER, P36.
   Davis Lennard, 1995, ENFORCING NORMALCY, P126.
   FISCHER JI, 1988, SOUTHERN REV-BATON R, V24, P445.
   Garland-Thomson Rosemarie, 1996, FREAKERY CULTURAL SP, P1.
   Greenwood Susan, 2015, GUARDIAN.
   Hall A, 2012, DISABILITY AND MODERN FICTION: FAULKNER, MORRISON, COETZEE AND THE NOBEL PRIZE FOR LITERATURE, P1.
   Hartley G, 2010, MELUS, V35, P41.
   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   Kidd Kerry, 2004, DISABILITY STUDIES Q, V24, P1.
   Kingshill Sophia, 2015, MERMAIDS.
   Martin Valerie, 2015, SEA LOVERS SELECTED, P245.
   McRuer Robert, 2005, CRIP THEORY CULTURAL, P1.
   Mitchell DT, 2001, NARRATIVE PROSTHESIS.
   Quayson Ato, 2007, AESTHETIC NERVOUSNES.
   Ramilow T. R., 2006, MELUS, V31, P169, DOI DOI 10.1093/MELUS/31.3.169.
   Saldivar-Hull S., 1999, BORDERLANDS FRONTERA, P1.
   Samantrai Ranu, 2002, ALTERNATIVES BLACK F, P1.
   Schillinger Liesl, 2005, NY TIMES.
   Siebers Tobin, 2008, DISABILITY THEORY.
   SMITH RM, 1993, CRITIQUE-ST CONTEMP, V34, P171, DOI 10.1080/00111619.1993.9933824.
   Thomson Rosemarie Garland, 2002, NWSA J, V14, P1.
   Thomson RosemarieGarland, 2005, DISABILITY STUDIES Q, V25.
   Trites Roberta, 1991, J POPULAR TELEVISION, V18, P145.
   Ybarra PS, 2009, MELUS, V34, P175.}},
Number-of-Cited-References = {{30}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{JNT-J Narrative Theory}},
Doc-Delivery-Number = {{FN7LX}},
Unique-ID = {{ISI:000416200800005}},
DA = {{2020-03-18}},
}

@article{ ISI:000411397700002,
Author = {Mena, Peter Anthony},
Title = {{Scenting Saintliness The Ailing Body, Chicana Feminism, and Communal
   Identity in Ancient Christianity}},
Journal = {{JOURNAL OF FEMINIST STUDIES IN RELIGION}},
Year = {{2017}},
Volume = {{33}},
Number = {{2}},
Pages = {{5-20}},
Month = {{FAL}},
Abstract = {{This article brings together literary theorist Suzanne Bost's analysis
   of health, illness, and the body, as described in Chicana feminist
   literature, and a Christian hagiography from the fifth century, the Life
   and Activity of the Holy and Blessed Teacher Syncletica, in order to
   argue that the Life and Activity describes an ascetic subject who is
   relational to their desert environment and community. Christian
   hagiography is determined to construct a Christian subject that can only
   be described in concert with these relational aspects and then only
   characterized by its permeability, relationality, and precariousness.
   Syncletica's holiness is depicted not simply by the very vivid
   descriptions of her ailing and decaying body and the pain she undergoes
   but also by her students and fellow ascetics who suffer with her and
   attempt to care for her. Reading this hagiography alongside Bost's
   reading of Chicana feminist literature allows for a different
   interpretation of the function of illness and disease-not as the
   opposite of health and wellness but as a method for constituting and
   describing the ascetic community.}},
Publisher = {{INDIANA UNIV PRESS}},
Address = {{601 N MORTON STREET, BLOOMINGTON, IN 47404-3797 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mena, PA (Reprint Author), Univ San Diego, Theol \& Religious Studies, San Diego, CA 92110 USA.
   Mena, Peter Anthony, Univ San Diego, Theol \& Religious Studies, San Diego, CA 92110 USA.}},
DOI = {{10.2979/jfemistudreli.33.2.02}},
ISSN = {{8755-4178}},
EISSN = {{1553-3913}},
Keywords = {{Chicana; disability studies; hagiography; identity; late antiquity}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{pmena@sandiego.edu}},
Cited-References = {{Alarcon N., 1997, 2 WAVE READER FEMINI, P288.
   Anzaldua G. E., 2002, THIS BRIDGE WE CALL.
   Anzaldua Gloria, 2015, THIS BRIDGE CALLED M, P226.
   Anzaldua Gloria, 1987, BORDERLANDS FRONTERA.
   Barnes T. D., 2010, EARLY CHRISTIAN HAGI.
   Bonner SF, 1977, ED ANCIENT ROME ELDE.
   Bost S, 2010, ENCARNACION: ILLNESS AND BODY POLITICS IN CHICANA FEMINIST LITERATURE, P1.
   Bowersock G., 1994, FICTION HIST NERO JU.
   Brakke David, 2006, DEMONS MAKING MONK S.
   BROWN P., 1971, J ROMAN STUD, P80.
   Burrus V, 2008, DIVIN REREAD LATE AN, P1.
   Burrus V, 2004, DIVIN REREAD LATE AN, P1.
   Burrus Virginia, 2013, ASCETIC CULTURE ESSA, P167.
   Castelli Elizabeth, 1992, DIFFERENCES, V4, P145.
   Castelli Elizabeth, 1992, DIFFERENCES, V4, P134.
   Castelli Elizabeth A., 1990, ASCETIC BEHAV CRECO, P265.
   COHEN JJ, 2003, MEDIEVAL IDENTITY MA.
   COX P, 1983, {[}No title captured].
   Crislip A, 2013, DIVIN REREAD LATE AN, P109.
   Dijkstra Jitse, 2006, ENCROACHING DESERT E.
   Elm Susanna, 1994, VIRGINS GOD MAKING A, P269.
   HARVEY ASHBROOK Susan, 2006, SCENTING SALVATION A.
   Hotz KG, 2011, WOMEN, WRITING, THEOLOGY: TRANSFORMING A TRADITION OF EXCLUSION, P71.
   Koegeler-Abdi M, 2013, MELUS, V38, P71, DOI 10.1093/melus/mlt016.
   Krueger D, 2004, DIVIN REREAD LATE AN, P1.
   Kruger Derek, 2011, WRITING HOLINESS PRA.
   Lara Irene, 2005, ENTRE MUNDOS WORLDS, P51.
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   Marx-Wolf H, 2015, J LATE ANTIQUITY, V8, P257, DOI 10.1353/jla.2015.0029.
   Miller PC, 2003, J MEDIEV EARLY MOD S, V33, P419, DOI 10.1215/10829636-33-3-419.
   Momigliano A. D., 1971, DEV GREEK BIOGRAPHY.
   Moraga C., 1981, THIS BRIDGE CALLED M.
   Moraga Cherrie, 1997, WAITING WINGS PORTRA.
   Shaw Teresa, 1998, BURDEN FLESH FASTING, P223.
   Upson-Saia Kristi, 2011, EARLY CHRISTIAN DRES, P84.}},
Number-of-Cited-References = {{35}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{J. Fem. Stud. Relig.}},
Doc-Delivery-Number = {{FH7UM}},
Unique-ID = {{ISI:000411397700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000411527000027,
Author = {Imhoff, Sarah},
Title = {{Why Disability Studies Needs to Take Religion Seriously}},
Journal = {{RELIGIONS}},
Year = {{2017}},
Volume = {{8}},
Number = {{9}},
Month = {{SEP}},
Abstract = {{Religion and theology are central ways that many people make sense of
   the world and their own place in that world. But the insights of
   critical studies of religion, or what is sometimes positioned as
   religious studies as opposed to theology, are scarce in disability
   literature. This article suggests some of the costs of this oversight
   and some of the benefits of including religion. First, this article
   discusses how some past scholarly engagements of disability and religion
   have misrepresented and denigrated Judaism. Second, it argues that
   Judaism paints different disabilities in quite different ways, and that
   we cannot coherently talk about ``disability in Judaism{''} as if it is
   a single thing. Third, it discusses the medical model and the social
   model, and shows how one Jewish woman's writing on pain complicates how
   we might think about these models. In this way, the article shows how
   religious studies can both help remedy past mistakes and bring new
   insights to disability studies.}},
Publisher = {{MDPI}},
Address = {{ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Imhoff, S (Reprint Author), Indiana Univ, Dept Religious Studies, 1033 E 3rd St, Bloomington, IN 47405 USA.
   Imhoff, Sarah, Indiana Univ, Dept Religious Studies, 1033 E 3rd St, Bloomington, IN 47405 USA.}},
DOI = {{10.3390/rel8090186}},
Article-Number = {{186}},
ISSN = {{2077-1444}},
Keywords = {{disability studies; pain; religious studies; Judaism}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{seimhoff@indiana.edu}},
Funding-Acknowledgement = {{College of Arts and Humanities Institute; New Frontiers at Indiana
   University Bloomington}},
Funding-Text = {{Special thanks goes to Michael Dodson and Winnifred Fallers Sullivan, as
   well as graduate students Jacob Boss, Jenn Kash, Jaron Kanegson, Martin
   Law, and Dale Spicer for their insights during our readings in
   disability studies and religion. The author also wishes to thank the
   College of Arts and Humanities Institute and New Frontiers at Indiana
   University Bloomington for their support.}},
Cited-References = {{Abrams Judith, 1998, JUDAISM DISABILITY P, P129.
   Adams Rachel, 2014, RAISING HENRY MEMOR, P27.
   Albrecht G., 2001, HDB DISABILITY STUDI.
   Belser JW, 2011, J FEMINIST STUD REL, V27, P153.
   Belser JuliaWatts, 2011, DISABILITY JUDAISM C.
   Coggins ML, 2017, BARRIERS AND BELONGING: PERSONAL NARRATIVES OF DISABILITY, P195.
   Cohen Alice Eve, 2010, WHAT I THOUGHT I KNE.
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   Edwards Jill, 2016, J DISABILITY RELIG, V20, P291.
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   Gerson Marissa Nathan, 2013, FORWARD         1117.
   Goodley D., 2011, DISABILITY STUDIEI.
   Gracer BL, 2011, DISABILITY IN JUDAISM, CHRISTIANITY, AND ISLAM: SACRED TEXTS, HISTORICAL TRADITIONS, AND SOCIAL ANALYSIS, P29.
   Jones A., 2010, THESIS.
   Kafer Allison, 2013, FEMINIST QUEER CRIP, P76.
   Koenig H, 2012, ISRN PSYCHIAT.
   Koosed Jennifer, 2005, DISABILITY STUDIES Q, V25, P77.
   Linton Simi, 2007, MY BODY POLITIC MEMO, P33.
   Mackelprang RW, 1996, SOC WORK, V41, P7, DOI 10.1093/sw/41.1.7.
   Marx Tzvi, 2002, DISABILITY JEWISH LA, P1.
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   Nevins Rabbi Daniel S, 2003, PARTICIPATION JEWS W.
   Nevins RD, 1932, VOLTA REV, V34, P599.
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   Olyan SM, 2008, DISABILITY IN THE HEBREW BIBLE: INTERPRETING MENTAL AND PHYSICAL DIFFERENCES, P1, DOI 10.1017/CBO9780511499036.
   Otieno Pauline A., 2009, DISABILITY STUDIES Q, V29.
   Raphael Rebecca, 2009, BIBLICAL CORPORA REP.
   Roulstone Alan, 2012, ROUTLEDGE HDB DISABI, P221.
   Royal College of Nursing, 2011, RCN SPIR SURV 2010 R.
   Salmon Marilyn, 2006, PREACHING CONTEMPT O.
   Sanford Matthew, 2008, WAKING MEMOIR TRAUMA.
   Scarry Elaine, 1985, BODY PAIN MAKING UNM.
   Siebers T, 2001, AM LIT HIST, V13, P737, DOI 10.1093/alh/13.4.737.
   Stiker HJ, 1999, HIST DISABILITY.
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   vonKellenbach Katharina, 1994, ANTIJUDAISM FEMINIST.
   Wendell Susan, 1996, REJECTED BODY FEMINI, P14.}},
Number-of-Cited-References = {{38}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Religions}},
Doc-Delivery-Number = {{FH9JO}},
Unique-ID = {{ISI:000411527000027}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000410009800001,
Author = {Salter, Erica K.},
Title = {{Introduction: Childhood and Disability}},
Journal = {{HEC FORUM}},
Year = {{2017}},
Volume = {{29}},
Number = {{3, SI}},
Pages = {{191-196}},
Month = {{SEP}},
Abstract = {{From growth attenuation therapy for severely developmentally disabled
   children to the post-natal management of infants with trisomy 13 and 18,
   pediatric treatment decisions regularly involve assessments of the
   probability and severity of a child's disability. Because these
   decisions are almost always made by surrogate decision-makers (parents
   and caregivers) and because these decision-makers must often make
   decisions based on both prognostic guesses and potentially biased
   quality of life judgments, they are among the most ethically complex in
   pediatric care. As the introduction to HEC Forum's special thematic
   issue on Childhood and Disability, this article orients the reader to
   the history of bioethics' relationship to both pediatric ethics and
   disability studies and introduces the issue's five manuscripts. As
   clinicians, disability scholars, philosophers and clinical ethicists
   writing on various aspects of pediatric disability, the articles'
   authors all invite readers to dig beneath an overly-simplified version
   of what disability might mean to children and families and instead
   embrace a posture of genuine humility, recognizing both the limits and
   harms of traditional medical and bioethical responses (or indifferences)
   to the disabled child.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Salter, EK (Reprint Author), St Louis Univ, Hlth Care Eth \& Pediat, St Louis, MO 63103 USA.
   Salter, Erica K., St Louis Univ, Hlth Care Eth \& Pediat, St Louis, MO 63103 USA.}},
DOI = {{10.1007/s10730-017-9330-7}},
ISSN = {{0956-2737}},
EISSN = {{1572-8498}},
Keywords = {{Childhood; Pediatrics; Disability; Quality of life; Disability paradox}},
Keywords-Plus = {{DECISION-MAKING; GROWTH ATTENUATION; CHILDREN; INTERESTS; QUALITY;
   PARADOX; LIFE}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Ethics}},
Author-Email = {{esalter@slu.edu}},
Cited-References = {{AAP Committee on Bioethics, 2016, PEDIATRICS, V138, DOI {[}10.1542/peds.2016-1485, DOI 10.1542/PEDS].
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   Arthur JD, 2017, HEC FORUM, V29, P223, DOI 10.1007/s10730-017-9324-5.
   Brosco JP, 2006, ARCH PEDIAT ADOL MED, V160, P1077, DOI 10.1001/archpedi.160.10.1077.
   Cureton A, 2017, HEC FORUM, V29, P257, DOI 10.1007/s10730-017-9326-3.
   Garland-Thomson R, 2012, J BIOETHIC INQ, V9, P339, DOI 10.1007/s11673-012-9380-0.
   Gunther DF, 2006, ARCH PEDIAT ADOL MED, V160, P1013, DOI 10.1001/archpedi.160.10.1013.
   Kuczewski Mark G., 2001, American Journal of Bioethics, V1, P36, DOI 10.1162/152651601750418026.
   Levin-Decanini T, 2017, HEC FORUM, V29, P197, DOI 10.1007/s10730-017-9327-2.
   Pallotto I, 2017, HEC FORUM, V29, P213, DOI 10.1007/s10730-017-9319-2.
   Rothman DJ, 2003, STRANGERS BEDSIDE HI.
   Salter EK, 2017, HEC FORUM, V29, P241, DOI 10.1007/s10730-017-9331-6.
   Salter EK, 2014, J MED PHILOS, V39, P26, DOI 10.1093/jmp/jht060.
   Scully J. L., 2008, DISABILITY BIOETHICS.
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Number-of-Cited-References = {{17}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{HEC Forum}},
Doc-Delivery-Number = {{FG3AS}},
Unique-ID = {{ISI:000410009800001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000407498400008,
Author = {Peta, Christine},
Title = {{Gender Based Violence: A ``Thorn{''} in the Experiences of Sexuality of
   Women with Disabilities in Zimbabwe}},
Journal = {{SEXUALITY AND DISABILITY}},
Year = {{2017}},
Volume = {{35}},
Number = {{3}},
Pages = {{371-386}},
Month = {{SEP}},
Abstract = {{Gender based violence is reportedly a ``thorn{''} in the experiences of
   sexuality of women with disabilities in Zimbabwe. Complex intersections
   of disability, culture, religion and normative gender roles and power
   relations within heteronormative relationships facilitate the
   vulnerability of women with disabilities to various forms of gender
   based violence, thereby perpetuating inequitable, unsafe and coercive
   sexual practices to the detriment of the women's health and well-being.
   Whilst some women with disabilities may be unable to defend themselves,
   others are not passive recipients of gender based violence, but they
   claim their agency and seek to ``protect{''} themselves in diverse ways.
   Nevertheless, some participants who may be at risk of experiencing
   gender based violence and acquiring HIV maybe unwilling to defy or to
   ``flee{''} from such challenges, alongside a traditional belief that the
   ability of a woman to bear hardships earns her respect and good repute,
   within a framework of the lower status of women in an African
   patriarchal context. These findings arise from a broad qualitative
   narrative pilot study which explored the experiences of sexuality of
   women with disabilities in Zimbabwe. Sixteen women with physical, mental
   and sensory disabilities were selected through snowball sampling
   techniques to participate in the study. The three sub-sessions of the
   biographic narrative interpretive method were used to generate data and
   such data was analysed through both the narrative analysis and the
   analysis of narratives approaches. This paper is located within a
   critical feminist disability studies theoretical framework.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Peta, C (Reprint Author), Univ Cape Town, Dept Hlth \& Rehabil Sci, Fac Hlth Sci, Groote Schuur Hosp, F45 Old Main Bldg,Anzio Rd, ZA-7925 Cape Town, South Africa.
   Peta, Christine, Univ Cape Town, Dept Hlth \& Rehabil Sci, Fac Hlth Sci, Groote Schuur Hosp, F45 Old Main Bldg,Anzio Rd, ZA-7925 Cape Town, South Africa.}},
DOI = {{10.1007/s11195-017-9485-9}},
ISSN = {{0146-1044}},
EISSN = {{1573-6717}},
Keywords = {{Disability; Sexuality; Gender based violence; HIV; Zimbabwe}},
Keywords-Plus = {{PHYSICAL-DISABILITIES; RIGHTS; ABUSE; AIDS}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{PTXCHR002@myuct.ac.za}},
Funding-Acknowledgement = {{Canon Collins Educational and Legal Assistance Trust; Margaret McNamara
   Memorial Fund (World Bank); Council for the Development of Social
   Science Research in Africa (CODESRIA)}},
Funding-Text = {{This study was funded by Canon Collins Educational and Legal Assistance
   Trust; The Margaret McNamara Memorial Fund (World Bank) and The Council
   for the Development of Social Science Research in Africa (CODESRIA).}},
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Number-of-Cited-References = {{47}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Sex. Disabil.}},
Doc-Delivery-Number = {{FD4JW}},
Unique-ID = {{ISI:000407498400008}},
DA = {{2020-03-18}},
}

@article{ ISI:000407184500066,
Author = {Santoro, Massimo and Mirabella, Massimiliano and De Fino, Chiara and
   Bianco, Assunta and Lucchini, Matteo and Losavio, Francesco and Sabino,
   Andrea and Nociti, Viviana},
Title = {{Sativex (R) effects on promoter methylation and on CNR1/CNR2 expression
   in peripheral blood mononuclear cells of progressive multiple sclerosis
   patients}},
Journal = {{JOURNAL OF THE NEUROLOGICAL SCIENCES}},
Year = {{2017}},
Volume = {{379}},
Pages = {{298-303}},
Month = {{AUG 15}},
Abstract = {{Multiple sclerosis (MS) is a chronic demyelinating central nervous
   system (CNS) disease that involve oligodendrocyte loss and failure to
   remyelinate damaged brain areas causing a progressive neurological
   disability. Studies in MS mouse model suggest that cannabinoids
   ameliorate symptoms as spasticity, tremor and pain reducing inflammation
   via cannabinoid-mediated system.
   The aim of our study is to investigate the changes in cannabinoid type 1
   (CNR1) and 2 (CNR2) receptors mRNA expression levels and promoter
   methylation in peripheral blood mononuclear cells (PBMCs) of MS
   secondary progressive (MSS-SP) patients treated with Sativex (R).
   Our cohort included MSS-SP patients, that at the time of Sativex (R)
   treatment, are treated (n = 7), not treated (n = 11) or that had
   terminated interferon-beta-1b (IFN-beta-1b) therapy (n = 12).
   By Methylation Sensitive High Resolution Melting (MS-HRM), we
   characterized the methylation profile of CNR1 and CNR2 promoter region,
   while the relative mRNA transcript levels of these two genes were
   evaluated in the same samples by Quantitative Real-Time PCR (qRT-PCR)
   analysis. We did not find different pattern of cytosine
   -phosphate-guanine (CpG) methylation in the CNR1/CNR2 promoter region of
   all MSS-SP patients treated with Sativex (R).
   In addition, CNR1 and CNR2 expression did not significantly differ in
   MSS-SP patients not treated with IFN-beta-1b vs. them that have
   suspended, while in MSS-SP patients treated with IFN-beta-1b during
   Sativex (R) therapy we found a specific decrease of the CNR2 expression
   levels.
   These results suggest that the different expression of cannabinoid
   receptors by Sativex (R) treatment in leukocytes might be regulated
   through a molecular mechanism that involve interferon modulation. (C)
   2017 Elsevier B.V. All rights reserved.}},
Publisher = {{ELSEVIER SCIENCE BV}},
Address = {{PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mirabella, M; Nociti, V (Reprint Author), Univ Cattolica Sacro Cuore, Fdn Policlin Univ Gemelli, Lgo F Vito 1, I-00168 Rome, Italy.
   Santoro, Massimo; Nociti, Viviana, Fdn Don C Gnocchi, Via A Capecelatro 66, I-20148 Milan, Italy.
   Mirabella, Massimiliano; De Fino, Chiara; Bianco, Assunta; Lucchini, Matteo; Losavio, Francesco; Sabino, Andrea; Nociti, Viviana, Univ Cattolica Sacro Cuore, Fdn Policlin Univ Gemelli, Lgo F Vito 1, I-00168 Rome, Italy.}},
DOI = {{10.1016/j.jns.2017.06.017}},
ISSN = {{0022-510X}},
EISSN = {{1878-5883}},
Keywords = {{Sativex (R); Methylation; Cannabinoid receptor type 1; Cannabinoid
   receptor type 2; Interferon-beta-1b}},
Keywords-Plus = {{CB2 RECEPTORS; CANNABINOID RECEPTORS; GENE-EXPRESSION; IMMUNE CELLS;
   SPASTICITY}},
Research-Areas = {{Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Clinical Neurology; Neurosciences}},
Author-Email = {{Massimiliano.Mirabella@unicatt.it
   viviana.nociti@policlinicogemelli.it}},
ResearcherID-Numbers = {{Nociti, Viviana/Z-2441-2019
   MIRABELLA, Massimiliano/AAC-4016-2020
   }},
ORCID-Numbers = {{MIRABELLA, Massimiliano/0000-0002-7783-114X
   Losavio, Francesco Antonio/0000-0001-7796-8392}},
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Number-of-Cited-References = {{38}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{J. Neurol. Sci.}},
Doc-Delivery-Number = {{FC9TR}},
Unique-ID = {{ISI:000407184500066}},
DA = {{2020-03-18}},
}

@article{ ISI:000407064300003,
Author = {Kawaguchi, Mika and Matsudaira, Ko and Sawada, Takayuki and Koga,
   Tadashi and Ishizuka, Akiko and Isomura, Tatsuya and Coggon, David},
Title = {{. Assessment of potential risk factors for new onset disabling low back
   pain in Japanese workers: findings from the CUPID (cultural and
   psychosocial influences on disability) study}},
Journal = {{BMC MUSCULOSKELETAL DISORDERS}},
Year = {{2017}},
Volume = {{18}},
Month = {{AUG 2}},
Abstract = {{Background: Most studies of risk factors for new low back pain (LBP)
   have been conducted in Western populations, but because of cultural and
   environmental differences, the impact of causal factors may not be the
   same in other countries. We used longitudinal data from the Cultural and
   Psychosocial Influences on Disability (CUPID) study to assess risk
   factors for new onset of disabling LBP among Japanese workers.
   Methods: Data came from a 1-year prospective follow-up of nurses, office
   workers, sales/marketing personnel, and transportation workers,
   initially aged 20-59 years, who were employed in or near Tokyo. A
   baseline questionnaire included items on past history of LBP, personal
   characteristics, ergonomic work demands, and work-related psychosocial
   factors. Further information about LBP was collected at follow-up.
   Analysis was restricted to participants who had been free from LBP
   during the 12 months before baseline. Logistic regression was used to
   assess baseline risk factors for new onset of disabling LBP (i.e. LBP
   that had interfered with work) during the 12 months of follow-up.
   Results: Among 955 participants free from LBP during the 12 months
   before baseline, 58 (6.1\%) reported a new episode of disabling LBP
   during the 12-month follow-up period. After mutual adjustment in a
   multivariate logistic regression analysis, which included the four
   factors that showed associations individually (p < 0.1) in analyses
   adjusted only for gender and age, the highest odds ratio (OR) was for
   past history of LBP (2.8, 95\% {[}confidence interval \{CI\}]: 1.6-4.9),
   followed by working >= 60 h per week (1.8, 95\% CI: 1.0-3.5) and lifting
   weights >= 25 kg by hand (1.6, 95\% CI: 0.9-3.0). When past history of
   LBP was excluded from the model, ORs for the remaining risk factors were
   virtually unchanged.
   Conclusions: Our findings suggest that among Japanese workers, as
   elsewhere, past history of LBP is a major risk factor for the
   development of new episodes of disabling back pain. They give limited
   support to the association with occupational lifting that has been
   observed in earlier research, both in Japan and in Western countries. In
   addition, they suggest a possible role of long working hours, which
   merits further investigation.}},
Publisher = {{BIOMED CENTRAL LTD}},
Address = {{236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kawaguchi, M (Reprint Author), Clin Study Support Inc, Naka Ku, 2F Daiei Bldg,1-11-20 Nishiki, Nagoya, Aichi 4600003, Japan.
   Kawaguchi, Mika; Sawada, Takayuki; Koga, Tadashi; Ishizuka, Akiko; Isomura, Tatsuya, Clin Study Support Inc, Naka Ku, 2F Daiei Bldg,1-11-20 Nishiki, Nagoya, Aichi 4600003, Japan.
   Matsudaira, Ko, Univ Tokyo, Fac Med, Century Med \& Res Ctr 22, Dept Med Res \& Management Musculoskeletal Pain, Tokyo, Japan.
   Koga, Tadashi, Shin Nippon Biomed Labs Ltd, Kagoshima, Japan.
   Isomura, Tatsuya, Tokyo Med Univ, Inst Med Sci, Tokyo, Japan.
   Coggon, David, Univ Southampton, Southampton Gen Hosp, MRC, Lifecourse Epidemiol Unit, Southampton, Hants, England.
   Coggon, David, Univ Southampton, Arthritis Res UK Ctr Musculoskeletal Hlth \& Work, Southampton, Hants, England.}},
DOI = {{10.1186/s12891-017-1686-y}},
Article-Number = {{334}},
ISSN = {{1471-2474}},
Keywords = {{New onset; Disabling low back pain; Prospective study; Risk factors;
   Japanese workers; Symptom-free}},
Keywords-Plus = {{SF-36 HEALTH SURVEY; PRIMARY-CARE; ASSOCIATIONS; PREVALENCE; OCCUPATION;
   HISTORY}},
Research-Areas = {{Orthopedics; Rheumatology}},
Web-of-Science-Categories  = {{Orthopedics; Rheumatology}},
Author-Email = {{mika\_kawaguchi@jp-css.com}},
Funding-Acknowledgement = {{Japan Labour Health and Welfare OrganizationMinistry of Health, Labour
   and Welfare, Japan}},
Funding-Text = {{The study was a part of clinical research projects funded by the Japan
   Labour Health and Welfare Organization. The research projects aimed to
   resolve occupational health issues and disseminate the research
   findings. This organization did not have any role in the design of the
   study, collection, analysis, and interpretation of data, and writing of
   the manuscript.}},
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   Yamazaki Shin, 2005, Health Qual Life Outcomes, V3, P48.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{BMC Musculoskelet. Disord.}},
Doc-Delivery-Number = {{FC8AQ}},
Unique-ID = {{ISI:000407064300003}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000412377500001,
Author = {Harnett, Tove and Jonson, Hakan},
Title = {{``They are different now{''} - Biographical continuity and disruption in
   nursing home settings}},
Journal = {{JOURNAL OF AGING STUDIES}},
Year = {{2017}},
Volume = {{42}},
Pages = {{1-8}},
Month = {{AUG}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Harnett, T (Reprint Author), Lund Univ, Sch Social Work, POB 23, S-22100 Lund, Sweden.
   Harnett, Tove; Jonson, Hakan, Lund Univ, Sch Social Work, POB 23, S-22100 Lund, Sweden.}},
DOI = {{10.10164/j.jaging.2017.05.003}},
ISSN = {{0890-4065}},
EISSN = {{1879-193X}},
Keywords = {{Ageism; Biographical approach; Disability studies; Long-term care}},
Keywords-Plus = {{QUALITY-OF-LIFE; LONG-TERM-CARE; PERSON-CENTERED CARE; RESIDENTIAL CARE;
   OLDER-PEOPLE; FAMILY-MEMBERS; DEMENTIA; STAFF; WORK; SELF}},
Research-Areas = {{Geriatrics \& Gerontology}},
Web-of-Science-Categories  = {{Gerontology}},
Author-Email = {{Tove.harnett@soch.lu.se
   Hakan.jonson@soch.lu.se}},
Funding-Acknowledgement = {{Swedish Research Council for Health, Working Life and Welfare (FORTE
   grants) {[}2013-2296, 2014-4565]}},
Funding-Text = {{The research was funded by the Swedish Research Council for Health,
   Working Life and Welfare (FORTE grants 2013-2296 and 2014-4565). Useful
   comments were provided by Lisa Carlstedt.}},
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Number-of-Cited-References = {{46}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{J. Aging Stud.}},
Doc-Delivery-Number = {{FJ0DA}},
Unique-ID = {{ISI:000412377500001}},
DA = {{2020-03-18}},
}

@article{ ISI:000405975900001,
Author = {Herrero, Dafne and Einspieler, Christa and Aizawa, Carolina Y. Panvequio
   and Mutlu, Akmer and Yang, Hong and Nogolova, Alice and Pansy, Jasmin
   and Nielsen-Saines, Karin and Marschik, Peter B. and GenGM Study Grp},
Title = {{The motor repertoire in 3-to 5-month old infants with Down syndrome}},
Journal = {{RESEARCH IN DEVELOPMENTAL DISABILITIES}},
Year = {{2017}},
Volume = {{67}},
Pages = {{1-8}},
Month = {{AUG}},
Abstract = {{Background: Even though Down syndrome is the most common chromosomal
   cause of intellectual disability, studies on early development are
   scarce.
   Aim: To describe movements and postures in 3- to 5-month-old infants
   with Down syndrome and assess the relation between pre- and perinatal
   risk factors and the eventual motor performance.
   Methods and procedures: Exploratory study; 47 infants with Down syndrome
   (26 males, 27 infants born preterm, 22 infants with congenital heart
   disease) were videoed at 10-19 weeks post-term (median = 14 weeks). We
   assessed their Motor Optimality Score (MOS) based on postures and
   movements (including fidgety movements) and compared it to that of 47
   infants later diagnosed with cerebral palsy and 47 infants with a normal
   neurological outcome, matched for gestational and recording ages.
   Outcomes and results: The MOS (median = 13, range 10-28) was
   significantly lower than in infants with a normal neurological outcome
   (median = 26), but higher than in infants later diagnosed with cerebral
   palsy (median = 6). Fourteen infants with Down syndrome showed normal
   fidgety movements, 13 no fidgety movements, and 20 exaggerated, too fast
   or too slow fidgety movements. A lack of movements to the midline and
   several atypical postures were observed. Neither preterm birth nor
   congenital heart disease was related to aberrant fidgety movements or
   reduced MOS.
   Conclusions and implications: The heterogeneity in fidgety movements and
   MOS add to an understanding of the large variability of the early
   phenotype of Down syndrome. Studies on the predictive values of the
   early spontaneous motor repertoire, especially for the cognitive
   outcome, are warranted. What this paper adds: The significance of this
   exploratory study lies in its minute description of the motor repertoire
   of infants with Down syndrome aged 3-5 months. Thirty percent of infants
   with Down syndrome showed age-specific normal fidgety movements. The
   rate of abnormal fidgety movements (large amplitude, high/slow speed) or
   a lack of fidgety movements was exceedingly high. The motor optimality
   score of infants with Down syndrome was lower than in infants with
   normal neurological outcome but higher than in infants who were later
   diagnosed with cerebral palsy. Neither preteen birth nor congenital
   heart disease were related to the motor performance at 3-5 months.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Einspieler, C (Reprint Author), Med Univ Graz, Dept Phoniatr, Auenbruggerpl 26, A-8036 Graz, Austria.
   Herrero, Dafne, Univ Sao Paulo, Sch Publ Hlth, Sao Paulo, Brazil.
   Einspieler, Christa; Marschik, Peter B., Med Univ Graz, Dept Phoniatr, Interdisciplinary Dev Neurosci, Res Unit iDN, Graz, Austria.
   Aizawa, Carolina Y. Panvequio, Univ Sao Paulo, Sch Med, Dept Phys Therapy Commun Sci \& Disorders \& Occupa, Sao Paulo, Brazil.
   Mutlu, Akmer, Hacettepe Univ, Fac Hlth Sci, Dept Physiotherapy \& Rehabil, Dev \& Early Physiotherapy Unit, Ankara, Turkey.
   Yang, Hong, Fudan Univ, Childrens Hosp, Rehabil Dept, Shanghai, Peoples R China.
   Nogolova, Alice, City Hosp Ostrava, Childrens Dept, Ostrava, Czech Republic.
   Pansy, Jasmin, Med Univ Graz, Dept Pediat \& Adolescent Med, Div Neonatol, Graz, Austria.
   Nielsen-Saines, Karin, Univ Calif Los Angeles, David Geffen Sch Med, Div Infect Dis, Los Angeles, CA 90095 USA.
   Marschik, Peter B., Karolinska Inst, Dept Womens \& Childrens Hlth, Ctr Neurodev Disorders KIND, Stockholm, Sweden.}},
DOI = {{10.1016/j.ridd.2017.05.006}},
ISSN = {{0891-4222}},
Keywords = {{Down syndrome; Fidgety movements; General movements; Infant; Motor
   optimality score}},
Keywords-Plus = {{GENERAL MOVEMENTS; 3-MONTH-OLD INFANTS; CEREBRAL-PALSY;
   NEURODEVELOPMENTAL OUTCOMES; RETT-SYNDROME; MATERNAL AGE; EARLY MARKER;
   SCHOOL-AGE; CHILDREN; 1ST}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{christa.einspieler@medunigraz.at}},
ResearcherID-Numbers = {{Marschik, Peter B/F-8195-2011}},
ORCID-Numbers = {{Marschik, Peter B/0000-0001-8932-0980}},
Funding-Acknowledgement = {{Bill and Melinda Gates foundationGates Foundation {[}OPP112887]}},
Funding-Text = {{The authors are grateful to all families who contributed to this study.
   Some members of the GenGM study group were funded by the Bill and
   Melinda Gates foundation (Project OPP112887). We would also like to
   thank Miha Tavcar (scriptophil) for proofreading the paper.}},
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Number-of-Cited-References = {{43}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Res. Dev. Disabil.}},
Doc-Delivery-Number = {{FB2LS}},
Unique-ID = {{ISI:000405975900001}},
OA = {{Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000426418400008,
Author = {Hassan, Nedim},
Title = {{Re-voicing: Community choir participation as a medium for identity
   formation amongst people with learning disabilities}},
Journal = {{INTERNATIONAL JOURNAL OF COMMUNITY MUSIC}},
Year = {{2017}},
Volume = {{10}},
Number = {{2}},
Pages = {{207-225}},
Month = {{JUL 1}},
Abstract = {{This article examines findings from ethnographic research with the
   ReVoice choir project in North-West England. ReVoice was a community
   choir that consisted of members from two charitable organizations and
   the author of this article. A number of ReVoice's members were adults
   with learning disabilities and part of the choir's remit was to produce
   music that would feature in a film about hate crime perpetuated against
   people with disabilities. In the light of debates regarding the politics
   of identity for people with disabilities, this article illustrates how
   the formation of the choir, the rehearsal process and the choir
   performances constituted a distinctive cultural context that afforded
   people significant opportunities to develop an alternative, empowered
   sense of self in concert with others.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hassan, N (Reprint Author), Liverpool John Moores Univ, Sch Humanities \& Social Sci, John Foster Bldg,80-98 Mt Pleasant, Liverpool L3 5UZ, Merseyside, England.
   Hassan, Nedim, Liverpool John Moores Univ, Sch Humanities \& Social Sci, John Foster Bldg,80-98 Mt Pleasant, Liverpool L3 5UZ, Merseyside, England.}},
DOI = {{10.1386/ijcm.10.2.207\_1}},
ISSN = {{1752-6299}},
EISSN = {{1752-6302}},
Keywords = {{identity; choirs; learning disabilities; ethnography; community;
   self-advocacy; disability studies; musical performance}},
Research-Areas = {{Music}},
Web-of-Science-Categories  = {{Music}},
Author-Email = {{n.a.hassan@ljmu.ac.uk}},
Cited-References = {{Atkinson P., 2001, HDB ETHNOGRAPHY.
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Number-of-Cited-References = {{34}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Community Music}},
Doc-Delivery-Number = {{FX9KR}},
Unique-ID = {{ISI:000426418400008}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000404934400002,
Author = {Wang, Fuson},
Title = {{The Historicist Turn of Romantic-Era Disability Studies, or Frankenstein
   in the Dark}},
Journal = {{LITERATURE COMPASS}},
Year = {{2017}},
Volume = {{14}},
Number = {{7}},
Month = {{JUL}},
Abstract = {{The field of disability studies has recently matured from its abstractly
   polemical origins to its current historicist orientation. This turn has
   allowed disability to become a key feature of mainstream contemporary
   literary scholarship. Romantic studies, though, has been relatively slow
   to adopt the new discourse. This essay offers a tentative explanation
   and a state-of-the-nascent-field assessment of Romantic-era disability
   studies. Applying theory to practice, I show how both literary criticism
   and disability studies by themselves miss the point of Mary Shelley's
   Romantic-era novel Frankenstein (1818). For example, a literary critical
   approach reads the theme of blindness as a metaphor for a kind of
   paradoxical insight, whereas a disability studies reading takes umbrage
   at the exploitation of the blind for narrative gain. Moving past this
   ideological impasse requires a more synthetic discourse that leverages
   the historicist turn of disability studies to model a more honest
   interpretation. By positioning the novel against Enlightenment theories
   of blindness, I argue that Shelley offers a more nuanced account of
   abnormal embodiment than disability scholars have traditionally allowed.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wang, F (Reprint Author), Univ Calif Riverside, English, 1202 Humanities \& Social Sci Bldg, Riverside, CA 92521 USA.
   Wang, Fuson, Univ Calif Riverside, Dept English, Riverside, CA 92521 USA.}},
DOI = {{10.1111/lic3.12400}},
Article-Number = {{e12400}},
ISSN = {{1741-4113}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{fuwang@gmail.com}},
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   Heffernan JA, 1997, CRIT INQUIRY, V24, P133, DOI 10.1086/448869.
   Hirschman Nancy J., 2013, DISABLING RENAISSANC, P167.
   Hobgood Allison P., 2013, RECOVERING DISABILIT.
   Joshua E, 2016, LITERAR DISABIL STUD, P29, DOI 10.1057/978-1-137-46064-6\_2.
   Kant Immanuel, 1991, IDEA FOR A UNIVERSAL, P41.
   Kelleher Paul, 2014, IDEA DISABILITY 18 C, P71.
   Kleege G, 2005, J VIS CULT, V4, P179, DOI 10.1177/1470412905054672.
   Locke John, 1996, ESSAY HUMAN UNDERSTA.
   Meekosha H, 2017, DISABILITY STUDIES READER, 5TH EDITION, P175.
   Mitchell DT, 2001, NARRATIVE PROSTHESIS.
   Mounsey Chris, 2014, IDEA DISABILITY 18 C.
   Quayson Ato, 2007, AESTHETIC NERVOUSNES.
   Rousseau Jean-Jacques, 1997, ROUSSEAU DISCOURSES, P111.
   Schweik Susan M., 2010, UGLY LAWDISABILITY.
   Shelley Mary, 1996, FRANKENSTEIN MODERN, V1.
   STANBACK EB, 2017, WORDSWORTH COLERIDGE.
   Wood DH, 2011, LIT COMPASS, V8, P280, DOI 10.1111/j.1741-4113.2011.00803.x.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Lit. Compass}},
Doc-Delivery-Number = {{EZ7VS}},
Unique-ID = {{ISI:000404934400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000416164600003,
Author = {Grue, Jan},
Title = {{Now you see it, now you don't: A discourse view of disability and
   multidisciplinarity}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2017}},
Volume = {{11}},
Number = {{3}},
Pages = {{168-178}},
Month = {{JUL-SEP}},
Abstract = {{Disability is increasingly salient as a word and increasingly
   heterogeneous as a category. Multiple interest groups and professions
   define disability in different ways, making it impossible to achieve a
   unitary theoretical definition or singular model-explanation of
   disability as a phenomenon. It is in the interest both of disability
   scholars and disabled people to acknowledge the multiple understandings
   of disability, and to appropriate ways of thinking and talking about
   disability that are often seen as antithetical to a progressive
   understanding of disability. This particularly applies to medical
   language, which may be used to deepen our understanding of disability
   without the traditionally attendant problem of medicalization. Such a
   project requires a deeper engagement with the particularities of medical
   language, but also with chronic illness, which is sometimes dichotomized
   from impairment on spurious grounds. Disability studies should
   acknowledge the utility of medical language as a tool for people with
   chronic illnesses as well as impairments to conceptualize their embodied
   experience, and strive for ways to situate medical language within a
   sociopolitically progressive understanding of chronic illness,
   impairment, and disability. (C) 2017 Association ALTER. Published by
   Elsevier Masson SAS. All rights reserved.}},
Publisher = {{ELSEVIER MASSON, CORPORATION OFFICE}},
Address = {{65 CAMILLE DESMOULINS CS50083 ISSY-LES-MOULINEAUX, 92442 PARIS, FRANCE}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Grue, J (Reprint Author), Univ Oslo, Dept Special Needs Educ, POB 1140, N-0317 Oslo, Norway.
   Grue, Jan, Univ Oslo, Dept Special Needs Educ, POB 1140, N-0317 Oslo, Norway.}},
DOI = {{10.1016/j.alter.2017.05.002}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Keywords = {{Disability; Multidisciplinarity; Discourse; Models; Medical language;
   Professions}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{jan.grue@isp.uio.no1Jan}},
Cited-References = {{Baker P, 2008, DISCOURSE SOC, V19, P273, DOI 10.1177/0957926508088962.
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   Zola Irving Kenneth., 1977, DISABLING PROFESSION, P41.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{FN6YZ}},
Unique-ID = {{ISI:000416164600003}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000405197600002,
Author = {Vaughan, Molly W. and Felson, David T. and LaValley, Michael P. and
   Orsmond, Gael I. and Niu, Jingbo and Lewis, Cora E. and Segal, Neil A.
   and Nevitt, Michael C. and Keysor, Julie J.},
Title = {{Perceived Community Environmental Factors and Risk of Five-Year
   Participation Restriction Among Older Adults With or at Risk of Knee
   Osteoarthritis}},
Journal = {{ARTHRITIS CARE \& RESEARCH}},
Year = {{2017}},
Volume = {{69}},
Number = {{7}},
Pages = {{952-958}},
Month = {{JUL}},
Abstract = {{Objective. Older adults with knee osteoarthritis (OA) who live in
   environments with mobility barriers may be at greater risk of developing
   participation restrictions, defined as difficulties in engagement in
   life situations. We investigated the risk of participation restriction
   over 5 years due to self-reported environmental features among older
   adults with knee OA.
   Methods. Participants from the Multicenter Osteoarthritis (MOST) Study
   self-reported participation at baseline, 30 months, and 60 months using
   the instrumental role subscale of the Late Life Disability Index (LLDI).
   Data on self-reported environmental features were from the Home and
   Community Environment questionnaire administered in the MOST Knee Pain
   and Disability study, an ancillary study of MOST. The relative risks
   (RRs) of developing participation restriction at 60 months, indicated by
   an LLDI score <67.6 out of a possible 100, due to reported high
   community mobility barriers and high transportation facilitators, were
   calculated using robust Poisson regression, adjusting for covariates.
   Results. Sixty-nine of the 322 participants (27\%) developed
   participation restriction by 60 months. Participants reporting high
   community mobility barriers at baseline had 1.8 times the risk (95\%
   confidence interval {[}95\% CI] 1.2-2.7) of participation restriction at
   60 months, after adjusting for covariates. Self-report of high
   transportation facilitators at baseline resulted in a reduced but
   statistically nonsignificant risk of participation restriction at
   60months (RR 0.7, 95\% CI 0.4-1.1).
   Conclusion. Higher perceived environmental barriers impact the risk of
   long-term participation restriction among older adults with or at risk
   of knee OA. Approaches aimed at reducing the development of
   participation restrictions in this population should consider decreasing
   environmental barriers.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vaughan, MW (Reprint Author), Boston Univ, Coll Hlth \& Rehabil Sci, Boston, MA 02134 USA.
   Vaughan, Molly W.; Felson, David T.; LaValley, Michael P.; Orsmond, Gael I.; Keysor, Julie J., Boston Univ, Boston, MA 02134 USA.
   Niu, Jingbo, Baylor Coll Med, Houston, TX 77030 USA.
   Lewis, Cora E., Univ Alabama Birmingham, Birmingham, AL USA.
   Segal, Neil A., Univ Kansas, Med Ctr, Kansas City, KS 66103 USA.
   Nevitt, Michael C., Univ Calif San Francisco, San Francisco, CA 94143 USA.}},
DOI = {{10.1002/acr.23085}},
ISSN = {{2151-464X}},
EISSN = {{2151-4658}},
Keywords-Plus = {{LATE-LIFE FUNCTION; SOCIAL-PARTICIPATION; INTERNATIONAL CLASSIFICATION;
   DISABILITY INSTRUMENT; PHYSICAL-ACTIVITY; UNITED-STATES; PAIN; IMPACT;
   PREVALENCE; ARTHRITIS}},
Research-Areas = {{Rheumatology}},
Web-of-Science-Categories  = {{Rheumatology}},
Author-Email = {{mvaughan@bu.edu}},
ResearcherID-Numbers = {{LaValley, Michael/AAA-2030-2020
   Segal, Neil/B-2049-2008}},
ORCID-Numbers = {{LaValley, Michael/0000-0002-8488-5170
   Segal, Neil/0000-0002-8294-080X}},
Funding-Acknowledgement = {{National Institute on Disability, Independent Living, and Rehabilitation
   ResearchUnited States Department of Health \& Human Services {[}HHS
   90-RT-5009]; National Institute of Arthritis and Musculoskeletal and
   Skin Diseases MCRC {[}2P60-AR-047785-14]; National Institutes of
   HealthUnited States Department of Health \& Human ServicesNational
   Institutes of Health (NIH) - USA;  {[}AG18820];  {[}AG18832]; 
   {[}AG18947];  {[}AG19069]}},
Funding-Text = {{Supported by the National Institute on Disability, Independent Living,
   and Rehabilitation Research (HHS 90-RT-5009) and the National Institute
   of Arthritis and Musculoskeletal and Skin Diseases MCRC
   (2P60-AR-047785-14). The MOST Study is comprised of four cooperative
   grants to Drs. Felson (AG18820), Torner (AG18832), Lewis (AG18947), and
   Nevitt (AG19069) and is funded by the National Institutes of Health.}},
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   Plouffe L, 2010, J URBAN HEALTH, V87, P733, DOI 10.1007/s11524-010-9466-0.
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   van der Pas S, 2016, HEALTH PLACE, V37, P1, DOI 10.1016/j.healthplace.2015.10.006.
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   World Health Organization, 2001, INT CLASS FUNCT DIS.}},
Number-of-Cited-References = {{48}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Arthritis Care Res.}},
Doc-Delivery-Number = {{FA1KG}},
Unique-ID = {{ISI:000405197600002}},
OA = {{Green Accepted, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000405290200003,
Author = {Greenberg, Slava},
Title = {{Disorienting the Past, Cripping the Future in Adam Elliot's Claymation}},
Journal = {{ANIMATION-AN INTERDISCIPLINARY JOURNAL}},
Year = {{2017}},
Volume = {{12}},
Number = {{2}},
Pages = {{123-137}},
Month = {{JUL}},
Abstract = {{Acclaimed Australian animator Adam Elliot dedicated his career to
   illustrating the experiences of people with disabilities. Elliot's first
   trilogy - Uncle (1996), Cousin (1999) and Brother (2000) - is a black
   and white claymation accompanied by narration reminiscing beloved family
   members with disabilities. The article intersects disability studies,
   phenomenology and film studies in an analysis of the disabled body in
   Elliot's claymations and the crip ethics they may evoke in spectators.
   The author argues that Elliot's clayographies disorient the past by
   yearning for it and crip the future by criticizing the marginalization
   of people with disabilities, and focusing on the desire for life
   out-of-line'. The hybridity of the trilogy is an infusion of documentary
   domestic ethnography' or home videos, centering familial others' with
   fictional film-noir that allows entrance into the dark realm of
   recollection. The viewers are offered bodily experiences that emphasize
   the body's vulnerability and perishability, presented not in a tragic or
   inspirational fashion, but as inseparable from human existence. By
   conjuring these oppositional cinematic styles and genres in clay,
   disability is represented as the definition of the human experience
   through an ethical remembrance.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Greenberg, S (Reprint Author), Tel Aviv Univ, Steve Tisch Sch Film \& Televis, Yolanda \& David Katz Fac Arts, IL-69978 Tel Aviv, Israel.
   Greenberg, Slava, Tel Aviv Univ, Steve Tisch Sch Film \& Televis, Film Theory \& Disabil Studies, Tel Aviv, Israel.}},
DOI = {{10.1177/1746847717716255}},
ISSN = {{1746-8477}},
EISSN = {{1746-8485}},
Keywords = {{Adam Elliot; Australian animation; autobiography; claymation; disability
   studies; the disabled body; film-noir; phenomenology; spectatorship;
   stop-motion}},
Research-Areas = {{Film, Radio \& Television}},
Web-of-Science-Categories  = {{Film, Radio, Television}},
Author-Email = {{Brickinawall2@gmail.com}},
Funding-Acknowledgement = {{David and Sarah Orgeler scholarship}},
Funding-Text = {{This research was supported by the David and Sarah Orgeler scholarship.}},
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Number-of-Cited-References = {{33}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Animation}},
Doc-Delivery-Number = {{FA2SD}},
Unique-ID = {{ISI:000405290200003}},
DA = {{2020-03-18}},
}

@article{ ISI:000405088900031,
Author = {Jones, Therese and Blackie, Michael and Garden, Rebecca and Wear, Delese},
Title = {{The Almost Right Word: The Move From Medical to Health Humanities}},
Journal = {{ACADEMIC MEDICINE}},
Year = {{2017}},
Volume = {{92}},
Number = {{7}},
Pages = {{932-935}},
Month = {{JUL}},
Abstract = {{Since the emergence of the field in the 1970s, several trends have begun
   to challenge the original assumptions, claims, and practices of what
   became known as the medical humanities. In this article, the authors
   make the case for the health humanities as a more encompassing label
   because it captures recent theoretical and pedagogical developments in
   higher education such as the shift from rigid disciplinary boundaries to
   multi- and interdisciplinary inquiry, which has transformed humanities
   curricula in health professions. Calling the area of study health
   humanities also underscores the crucial distinction between medicine and
   health. Following a brief history of the field and the rationales that
   brought humanities disciplines to medical education in the first place-
   the ``why{''} of the medical humanities- the authors turn to the
   ``why{''} of the health humanities, using disability studies to
   illuminate those methodologies and materials that represent the
   distinction between the two. In addition, the authors make note of how
   humanities inquiry has now expanded across the landscape of other health
   professions curricula; how there is both awareness and evidence that
   medicine is only a minor determinant of health in human populations
   alongside social and cultural factors; and finally, how the current
   movement in health professions education is towards interdisciplinary
   and interprofessional learning experiences for students.}},
Publisher = {{LIPPINCOTT WILLIAMS \& WILKINS}},
Address = {{TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jones, T (Reprint Author), Ctr Bioeth \& Humanities, Campus Box B137,13080 E 19th Ave, Aurora, CO 80045 USA.
   Jones, Therese, Univ Colorado, Dept Med, Anschutz Med Campus, Aurora, CO USA.
   Jones, Therese, Univ Colorado, Ctr Bioeth \& Humanities, Anschutz Med Campus, Aurora, CO USA.
   Blackie, Michael; Wear, Delese, Northeast Ohio Med Univ, Dept Family \& Community Med, Rootstown, OH USA.
   Garden, Rebecca, SUNY Upstate Med Univ, Ctr Bioeth \& Humanities, Syracuse, NY 13210 USA.}},
DOI = {{10.1097/ACM.0000000000001518}},
ISSN = {{1040-2446}},
EISSN = {{1938-808X}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Education \& Educational Research; Health Care Sciences \& Services}},
Web-of-Science-Categories  = {{Education, Scientific Disciplines; Health Care Sciences \& Services}},
Author-Email = {{Therese.Jones@ucdenver.edu}},
ResearcherID-Numbers = {{Garden, Rebecca/AAA-4300-2020}},
Cited-References = {{Amundson R, 2010, J THEOR SOC BEHAV, V40, P374, DOI 10.1111/j.1468-5914.2010.00437.x.
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   Pellegrino E., 1972, P 1 SESS I HUM VAL M, P4.}},
Number-of-Cited-References = {{13}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Acad. Med.}},
Doc-Delivery-Number = {{EZ9ZJ}},
Unique-ID = {{ISI:000405088900031}},
DA = {{2020-03-18}},
}

@article{ ISI:000403339000005,
Author = {Steele, Linda},
Title = {{Disabling forensic mental health detention: The carcerality of the
   disabled body}},
Journal = {{PUNISHMENT \& SOCIETY-INTERNATIONAL JOURNAL OF PENOLOGY}},
Year = {{2017}},
Volume = {{19}},
Number = {{3, SI}},
Pages = {{327-347}},
Month = {{JUL}},
Abstract = {{Disabling forensic detention involves challenging the self-evidence of
   the meaning of disability in forensic mental health law, and in turn
   illuminating the significance of this meaning to the possibility and
   permissibility of forensic detention and other interventions in the
   bodies of people designated with cognitive impairments and psychosocial
   disabilities (people designated as disabled). I apply this approach to
   an examination of a case study of one individual subjected to forensic
   detention: an Indigenous Australian woman with Fetal Alcohol Spectrum
   Disorder, Roseanne Fulton. By examining Fulton's forensic detention, in
   the context of her earlier life circumstances and her subsequent journey
   through various alternatives to this forensic detention I show the
   interrelationships of forensic detention with a range of legal options
   for punishing, regulating and intervening in designated as disabled
   bodies and situate these interrelationships in a broader range of issues
   of violence, institutional failure, social disadvantage, settler
   colonialism, and ableism. My central argument is that the ongoing
   subjection of Fulton to a range of forms of control across her life
   suggest that the possibility of forensic detention and other forms of
   punishment of people designated as disabled is not attached to a
   particular material architectural space or a particular court order, but
   instead attaches to these individuals' bodies via medico-legal
   designations as disabled and travels with these individuals through time
   and space. I propose that more directly it is the disabled body that is
   the space of punishment and the disabled body makes material
   architectural spaces punitive. A reform, indeed even an abolition,
   approach focused on material architectural spaces of disabled punishment
   will not interrupt the ongoing processes of control of criminalized
   people designated as disabled if it does not also acknowledge and
   challenge the temporal and carnal logics underpinning the carcerality of
   the disabled body itself.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Steele, L (Reprint Author), Univ Wollongong, Sch Law, Room 67-206A, Wollongong, NSW 2522, Australia.
   Steele, Linda, Univ Wollongong, Sch Law, Room 67-206A, Wollongong, NSW 2522, Australia.
   Steele, Linda, Univ Wollongong, Legal Intersect Res Ctr, Wollongong, NSW, Australia.}},
DOI = {{10.1177/1462474516680204}},
ISSN = {{1462-4745}},
EISSN = {{1741-3095}},
Keywords = {{critical disability studies; disability; forensic mental health;
   indefinite detention; Indigenous; violence}},
Keywords-Plus = {{SOLITARY CONFINEMENT; DISABILITY; STERILIZATION; RETHINKING; VIOLENCE;
   PRISON; RACE}},
Research-Areas = {{Criminology \& Penology}},
Web-of-Science-Categories  = {{Criminology \& Penology}},
Author-Email = {{lsteele@uow.edu.au}},
Funding-Acknowledgement = {{University of Wollongong Faculty of Law, Humanities and the Arts
   Conference, Exhibition and Performance Subsidy grant}},
Funding-Text = {{This article is in part based on a conference paper which was funded by
   a University of Wollongong Faculty of Law, Humanities and the Arts
   Conference, Exhibition and Performance Subsidy grant.}},
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Number-of-Cited-References = {{69}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Punishm. Soc.}},
Doc-Delivery-Number = {{EX6FU}},
Unique-ID = {{ISI:000403339000005}},
DA = {{2020-03-18}},
}

@article{ ISI:000403339000006,
Author = {Adams, D. L. and Erevelles, Nirmala},
Title = {{Unexpected spaces of confinement: Aversive technologies, intellectual
   disability, and ``bare life{''}}},
Journal = {{PUNISHMENT \& SOCIETY-INTERNATIONAL JOURNAL OF PENOLOGY}},
Year = {{2017}},
Volume = {{19}},
Number = {{3, SI}},
Pages = {{348-365}},
Month = {{JUL}},
Abstract = {{Giorgio Agamben describes the camp as the zone of indistinction between
   law and violence where bodies located in exceptional spaces are stripped
   of citizenship rights and embody bare life. We deploy Agamben's analysis
   to the context of the everyday violence of aversive technologies meted
   out against students living at the dangerous intersections of race,
   class, gender, and disability and located in unexpected spaces of
   confinement such as schools, developmental centers, and family homes. We
   argue here that the logic of the state of exception applies to disabled
   children and adults where acts of violence enacted via disciplinary
   practices are justified as being outside the realm of the legal and
   subject to sovereign power. The locus of our study is the Judge
   Rothenberg Center that over the past 40 years has utilized behavioral
   techniques that have been investigated as abusive and only very recently
   has been held accountable for these infractions. We examine the
   discourses used to justify these forms of inhumane punishment as well as
   the discourses that oppose them to foreground the real material
   implications of how we understand the role of systems and institutions
   of punishment in unexpected spaces of confinement of children/adults
   with intellectual disabilities.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Erevelles, N (Reprint Author), Univ Alabama, Dept Educ Leadership Policy \& Technol Studies, 315 A Graves Hall,Box 870302, Tuscaloosa, AL 35487 USA.
   Adams, D. L., Univ Toledo, Women \& Gender Studies, Disabil Studies, 2801 W Bancroft St, Toledo, OH 43606 USA.
   Erevelles, Nirmala, Univ Alabama, Social \& Cultural Studies Educ, Tuscaloosa, AL 35487 USA.}},
DOI = {{10.1177/1462474517705147}},
ISSN = {{1462-4745}},
EISSN = {{1741-3095}},
Keywords = {{autism; aversive technologies; disability studies; Giorgio Agamben; Homo
   Sacer; intellectual disability; Judge Rotenberg Educational Center; mad
   studies}},
Keywords-Plus = {{INTENSIVE BEHAVIORAL INTERVENTION; CHILDREN}},
Research-Areas = {{Criminology \& Penology}},
Web-of-Science-Categories  = {{Criminology \& Penology}},
Author-Email = {{nerevell@ua.edu}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Punishm. Soc.}},
Doc-Delivery-Number = {{EX6FU}},
Unique-ID = {{ISI:000403339000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000399461600005,
Author = {Whitburn, Ben and Moss, Julianne and O'Mara, Jo},
Title = {{The policy problem: the National Disability Insurance Scheme (NDIS) and
   implications for access to education}},
Journal = {{JOURNAL OF EDUCATION POLICY}},
Year = {{2017}},
Volume = {{32}},
Number = {{4}},
Pages = {{467-479}},
Month = {{JUL}},
Abstract = {{This paper explores the changing terrain of disability support policy in
   Australia. Drawing on a critical disability framework of policy
   sociology, the paper considers the policy problem of access to education
   for people with disabilities under recent reform by means of the
   National Disability Insurance Scheme (NDIS), which commenced full
   roll-out across the country from July 2016. The paper reviews NDIS
   reports, legislation and associated literature to consider how
   eligibility to scheme participation and education services are shaped,
   and how education is positioned in the development and implementation of
   the NDIS. The analysis highlights tensions that exist for people with
   disabilities and their families who both access the scheme and who might
   draw on its provision to support their education, because of the way the
   policy is oriented towards pathological categorisation, standardised
   outcomes and service delineation rather than integrated support and
   informed involvement. The paper concludes by arguing that despite the
   policy priority across Organisation for Economic Co-operation and
   Development countries of increasing lifelong learning opportunities,
   fragmented NDIS policy in Australia prevents people with disabilities
   from achieving this ideal.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Whitburn, B (Reprint Author), Deakin Univ, Fac Arts \& Educ, Inclus Educ, Melbourne, Vic, Australia.
   Whitburn, Ben, Deakin Univ, Fac Arts \& Educ, Inclus Educ, Melbourne, Vic, Australia.
   Moss, Julianne; O'Mara, Jo, Deakin Univ, Fac Arts \& Educ, Melbourne, Vic, Australia.}},
DOI = {{10.1080/02680939.2017.1280185}},
ISSN = {{0268-0939}},
EISSN = {{1464-5106}},
Keywords = {{Disability; lifelong learning; inclusive education; critical disability
   studies; policy; Australia}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{b.whitburn@deakin.edu.au}},
ResearcherID-Numbers = {{O'Mara, Joanne A/J-2117-2016
   }},
ORCID-Numbers = {{O'Mara, Joanne A/0000-0003-3511-1125
   Whitburn, Ben/0000-0003-3137-2803}},
Funding-Acknowledgement = {{Deakin University}},
Funding-Text = {{This work was supported by an internal research development grant from
   Deakin University.}},
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Number-of-Cited-References = {{42}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{J. Educ. Policy}},
Doc-Delivery-Number = {{ES3WX}},
Unique-ID = {{ISI:000399461600005}},
DA = {{2020-03-18}},
}

@article{ ISI:000416780200008,
Author = {Levin, Yael},
Title = {{Who Hobbles after the Subject: Parables of Writing in The Third
   Policeman and Molloy}},
Journal = {{JOURNAL OF MODERN LITERATURE}},
Year = {{2017}},
Volume = {{40}},
Number = {{4}},
Pages = {{105-121}},
Month = {{SUM}},
Abstract = {{Negotiations of the modern subject by poststructuralist and disability
   studies call attention to a complementary shift that has not yet
   received due critical attention. The forfeiting of the conceit of agency
   and autonomy that define the Cartesian cogito results in the radical
   reconfiguration of the creative act. The disabled protagonists of Samuel
   Beckett's Molloy and Flann O'Brien's The Third Policeman dramatize a
   writing that is not the product of creative agency but is contingent,
   dependent, and in flux. The subject's relation to the act of writing is
   one of participation rather than control. Lennard J. Davis's concept of
   the ``dismodernist subject{''} viewed alongside a discourse of
   supplementarity and exhaustion sheds light on the two authors' disparate
   treatments of disability and its relation to writing.}},
Publisher = {{INDIANA UNIV PRESS}},
Address = {{601 N MORTON STREET, BLOOMINGTON, IN 47404-3797 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Levin, Y (Reprint Author), Hebrew Univ Jerusalem, English Dept, Jerusalem, Israel.
   Levin, Yael, Hebrew Univ Jerusalem, English Dept, Jerusalem, Israel.}},
DOI = {{10.2979/jmodelite.40.4.08}},
ISSN = {{0022-281X}},
EISSN = {{1529-1464}},
Keywords = {{Flann O'Brien; Samuel Beckett; subjectivity; disability; writing}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{yael.levin@mail.huji.ac.il}},
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Number-of-Cited-References = {{27}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Mod. Lit.}},
Doc-Delivery-Number = {{FO4AG}},
Unique-ID = {{ISI:000416780200008}},
DA = {{2020-03-18}},
}

@article{ ISI:000406436800002,
Author = {Mollow, Anna},
Title = {{Unvictimizable: Toward a Fat Black Disability Studies}},
Journal = {{AFRICAN AMERICAN REVIEW}},
Year = {{2017}},
Volume = {{50}},
Number = {{2}},
Pages = {{105-121}},
Month = {{SUM}},
Publisher = {{AFRICAN AMER REVIEW}},
Address = {{DEPT ENGLISH, INDIANA STATE UNIV, TERRE HAUTE, IN 47809 USA}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1353/afa.2017.0016}},
ISSN = {{1062-4783}},
EISSN = {{1945-6182}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, American}},
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   Zagorski Sarah, 2014, NATIONAL        1012, V12.}},
Number-of-Cited-References = {{53}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Afr. Am. Rev.}},
Doc-Delivery-Number = {{FB9CI}},
Unique-ID = {{ISI:000406436800002}},
DA = {{2020-03-18}},
}

@article{ ISI:000403651200003,
Author = {Stewart, David Tabb},
Title = {{LGBT/Queer Hermeneutics and the Hebrew Bible}},
Journal = {{CURRENTS IN BIBLICAL RESEARCH}},
Year = {{2017}},
Volume = {{15}},
Number = {{3}},
Pages = {{289-314}},
Month = {{JUN}},
Abstract = {{LGBT and queer interpretive approaches have moved beyond the
   identitarian and apologetic stances of the 1970s-90s, when the first
   order of business was to respond to anti-gay voices and understand
   social location as an interpretive standpoint. The HIV/AIDS health
   crisis helped move some LGBT interpreters away from homosexuality as an
   object of study to placing themselves inside the text as subjects,
   lamenting with the Psalms or putting God in the dock like Job. Queer
   interpretation, anti-essentialist in spirit, moved away from
   identitarian concerns placing queer interpreters outside the text as
   interrogators. Queer biblical criticism resists heteronormativity as the
   default interpretive stance, but embraces the study of the body, gender
   performance, midrash-making and playfulness with biblical texts. The
   queer interpretive approach has begun to mature as it seeks
   intersections with minoritized criticisms, disability studies and the
   rising consciousness of intersex people, while criticizing itself as
   well.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stewart, DT (Reprint Author), Calif State Univ Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840 USA.
   Stewart, David Tabb, Calif State Univ Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840 USA.}},
DOI = {{10.1177/1476993X16683331}},
ISSN = {{1476-993X}},
EISSN = {{1745-5200}},
Keywords = {{Biblical interpretation; bisexual; gay; gender; HIV; AIDS; intersex;
   lesbian; LGBTQ; queer; sexuality; transgender}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{david.stewart@csulb.edu}},
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Number-of-Cited-References = {{100}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Curr. Biblic. Res.}},
Doc-Delivery-Number = {{EY0MB}},
Unique-ID = {{ISI:000403651200003}},
DA = {{2020-03-18}},
}

@article{ ISI:000403527600004,
Author = {Thorius, Kathleen A. King and Waitoller, Federico R.},
Title = {{Strategic Coalitions Against Exclusion at the Intersection of Race and
   Disability-A Rejoinder}},
Journal = {{HARVARD EDUCATIONAL REVIEW}},
Year = {{2017}},
Volume = {{87}},
Number = {{2}},
Pages = {{251-257}},
Month = {{SUM}},
Abstract = {{Here Kathleen A. King Thorius and Federico R. Waitoller respond to
   Harvard Educational Review's Spring 2017 forum on their 2016 article
   ``Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design
   for Learning: Toward an Inclusive Pedagogy That Accounts for
   Dis/Ability.{''} The forum invited six scholars from the field of
   disability studies who have helped create and spread culturally
   sustaining pedagogy to discuss the opportunities and challenges of
   ``cross-pollinating{''} these two approaches. The authors rejoin the
   conversation, clarifying and expanding on the forum's comments.}},
Publisher = {{HARVARD GRADUATE SCHOOL EDUCATION}},
Address = {{8 STORY STREET, 1ST FLOOR, CAMBRIDGE, MA 02138-3752 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Thorius, KAK (Reprint Author), Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.
   Thorius, Kathleen A. King, Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.
   Waitoller, Federico R., Univ Illinois, Dept Special Educ, Chicago, IL USA.}},
ISSN = {{0017-8055}},
EISSN = {{1943-5045}},
Keywords = {{inclusive education; culturally responsive pedagogy; universal design
   for learning; race; disability; special education}},
Keywords-Plus = {{EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
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Number-of-Cited-References = {{16}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Harv. Educ. Rev.}},
Doc-Delivery-Number = {{EX8VF}},
Unique-ID = {{ISI:000403527600004}},
DA = {{2020-03-18}},
}

@article{ ISI:000418288600010,
Author = {Lambert, Rachel and Tan, Paulo},
Title = {{Conceptualizations of Students with and without Disabilities as
   Mathematical Problem Solvers in Educational Research: A Critical Review}},
Journal = {{EDUCATION SCIENCES}},
Year = {{2017}},
Volume = {{7}},
Number = {{2}},
Month = {{JUN}},
Abstract = {{Students with disabilities are often framed as ``the problem{''} and
   have limited opportunities to engage in standards based mathematics,
   leading to persistent underachievement. In this paper, we investigate a
   research divide between mathematics educational research for students
   with and without disabilities, a divide with significant differences in
   the theoretical orientations and research methodologies used to
   understand learners. Based on an analysis of 149 mathematics educational
   research articles published between 2013 and 2015, we found significant
   differences between articles focused on learners with and without
   disabilities. For those with disabilities, mathematical problem solving
   was understood primarily from behavioral and information processing
   theoretical perspectives, while for those without disabilities, problem
   solving was understood primarily through constructivist and
   sociocultural perspectives. While 86\% of research on problem-solving
   including students with disabilities was quantitative, only 35\% of
   research on students without disabilities was quantitative. Fifty
   percent of problem-solving research on students without disabilities was
   qualitative, compared to only 6\% of research on students with
   disabilities. Problem solving, then, is studied in very different ways
   for learners with and without disabilities. Students without
   disabilities are studied through close analysis of learning, often
   individual. Students with disabilities are most often studied
   quantitatively, in groups, with little analysis of individual thinking.
   By offering only a limited range of methods and theoretical
   orientations, this research divide reifies deficit constructions of
   students with disabilities.}},
Publisher = {{MDPI AG}},
Address = {{ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Lambert, R (Reprint Author), Chapman Univ, Coll Educ Studies, Orange, CA 92866 USA.
   Lambert, Rachel, Chapman Univ, Coll Educ Studies, Orange, CA 92866 USA.
   Tan, Paulo, Univ Tulsa, Sch Urban Educ, Tulsa, OK 74104 USA.}},
DOI = {{10.3390/educsci7020051}},
Article-Number = {{51}},
ISSN = {{2227-7102}},
Keywords = {{mathematics education; special education; problem solving; critical
   mathematics education; disability studies}},
Keywords-Plus = {{LEARNING-DISABILITIES; COGNITIVE NEUROSCIENCE; WORD-PROBLEMS;
   DIFFICULTIES; KNOWLEDGE; INSTRUCTION; STRATEGIES; CHILDREN; LANGUAGE;
   GROWTH}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{lambertr@chapman.edu
   paulo-tan@utulsa.edu}},
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Number-of-Cited-References = {{70}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Educ. Sci.}},
Doc-Delivery-Number = {{FQ3WJ}},
Unique-ID = {{ISI:000418288600010}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000440800100003,
Author = {Garland-Thomson, Rosemarie},
Title = {{Eugenic World Building and Disability: The Strange World of Kazuo
   Ishiguro's Never Let Me Go}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Year = {{2017}},
Volume = {{38}},
Number = {{2}},
Pages = {{133-145}},
Month = {{JUN}},
Abstract = {{A crucial challenge for critical disability studies is developing an
   argument for why disabled people should inhabit our democratic, shared
   public sphere. The ideological and material separation of citizens into
   worthy and unworthy based on physiological variations imagined as
   immutable differences is what I call eugenic world building. It is
   justified by the idea that social improvement and freedom of choice
   require eliminating devalued human traits in the interest of reducing
   human suffering, increasing life quality, and building a more desirable
   citizenry. In this essay, I outline the logic of inclusive and eugenic
   world building, define and explain the role of the ``normate{''} in
   eugenic logic, and provide a critical disability studies reading of the
   2005 novel Never Let Me Go by Kazuo Ishiguro and its 2010 film
   adaptation. I argue that the ways of being in the world we think of as
   disabilities must be understood as the natural variations, abilities,
   and limitations inherent in human embodiment. When this happens,
   disability will be understood not as a problem to be eliminated but,
   rather, as a valid way of being in the world that must be accommodated
   through a sustaining and sustainable environment designed to afford
   access for a wide range of human variations.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Garland-Thomson, R (Reprint Author), Emory Univ, Dept English, Atlanta, GA 30322 USA.
   Garland-Thomson, Rosemarie, Emory Univ, Dept English, Atlanta, GA 30322 USA.}},
DOI = {{10.1007/s10912-015-9368-y}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{critical disability studies; normate; eugenics}},
Keywords-Plus = {{SCIENCE}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{rgarlan@emory.edu}},
Cited-References = {{Agar Nicholas, 2004, LIBERAL EUGENICS DEF.
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Number-of-Cited-References = {{64}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{15}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{GP4BA}},
Unique-ID = {{ISI:000440800100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000399322700009,
Author = {Sullivan, Frankie},
Title = {{Not just language: an analysis of discursive constructions of disability
   in sentencing remarks}},
Journal = {{CONTINUUM-JOURNAL OF MEDIA \& CULTURAL STUDIES}},
Year = {{2017}},
Volume = {{31}},
Number = {{3}},
Pages = {{411-421}},
Month = {{JUN}},
Abstract = {{It is well established that people with disability (PWD) experience
   disproportionately high rates of domestic and family violence. Inquiries
   into this issue have focused on tangible barriers to accessing justice,
   such as onerous standards of capacity and the lack of communication aids
   available to those wanting to report crime or give evidence. However,
   relatively little research has sought to examine the social and cultural
   factors that compromise the justice outcomes for PWD as victims of
   crime. By employing the methodology of discourse analysis against a
   framework of critical disability studies, this research highlights how
   disability is constructed by judges in the sentencing remarks of those
   convicted of domestic homicide offences against PWD. The central
   argument of this article is that there appears to be underlying
   attitudes towards disability that affect the way family members,
   intimate partners and carers convicted of violent crimes against PWD are
   sentenced. These attitudes are reflected in the language used by judges
   at sentencing, resulting in statements that denigrate disability and
   even condone such violence. Essentially, this article seeks to
   demonstrate how an interdisciplinary approach that simultaneously takes
   into account law, language and power provides a more complete picture of
   the way PWD who have experienced domestic and family violence are
   positioned within the criminal justice system.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sullivan, F (Reprint Author), Univ Sydney, Sydney, NSW, Australia.
   Sullivan, Frankie, Univ Sydney, Sydney, NSW, Australia.}},
DOI = {{10.1080/10304312.2016.1275143}},
ISSN = {{1030-4312}},
EISSN = {{1469-3666}},
Research-Areas = {{Cultural Studies; Communication; Film, Radio \& Television}},
Web-of-Science-Categories  = {{Cultural Studies; Communication; Film, Radio, Television}},
Author-Email = {{Frankie.c.sullivan@gmail.com}},
Cited-References = {{AHRC (Australian Human Rights Commission), 2014, EQ LAW DIS JUST STRA.
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Number-of-Cited-References = {{29}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Continuum-J. Media Cult. Stud.}},
Doc-Delivery-Number = {{ES1YK}},
Unique-ID = {{ISI:000399322700009}},
DA = {{2020-03-18}},
}

@article{ ISI:000399322700010,
Author = {Steele, Linda},
Title = {{Policing normalcy: sexual violence against women offenders with
   disability}},
Journal = {{CONTINUUM-JOURNAL OF MEDIA \& CULTURAL STUDIES}},
Year = {{2017}},
Volume = {{31}},
Number = {{3}},
Pages = {{422-435}},
Month = {{JUN}},
Abstract = {{This article explores police responses to sexual violence reported by
   women offenders designated as having cognitive and psychosocial
   disabilities. The article does so by reference to the critical
   disability studies analytical approach to disability as socially
   constructed abnormality'. This article utilizes this approach in
   analysing the recorded police contacts of one woman offender designated
   as disabled, Jane'. Jane has had multiple contacts with police over a
   period of 15years as a victim of sexual violence, alleged offender and
   mentally ill' person. The article finds that through multiple contacts
   with police as victim, alleged offender and mentally ill' person, the
   police events records build a narrative of Jane as an abnormal' body who
   is reduced to a drain on police and public health resources, a dishonest
   and nuisance offender and an attention seeker. The article argues that
   it is the interlocking discourses of gender, disability and criminality
   that produce Jane as unworthy of victim status and, perversely, in need
   of punishment by the criminal justice system for her public displays of
   trauma, mental distress and requests for police assistance. Ultimately,
   the article concludes that we need to give greater attention to the
   relationship between disability and affect, and to the broader cultural,
   institutional, legal and economic discourses that shape individuals'
   affective responses, in understanding police responses to violence
   against women offenders designated as disabled and in contesting these
   women's status as ungrievable' victims of violence.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Steele, L (Reprint Author), Univ Wollongong, Sch Law, Wollongong, NSW, Australia.
   Steele, Linda, Univ Wollongong, Sch Law, Wollongong, NSW, Australia.}},
DOI = {{10.1080/10304312.2016.1275144}},
ISSN = {{1030-4312}},
EISSN = {{1469-3666}},
Keywords-Plus = {{INTELLECTUAL DISABILITY}},
Research-Areas = {{Cultural Studies; Communication; Film, Radio \& Television}},
Web-of-Science-Categories  = {{Cultural Studies; Communication; Film, Radio, Television}},
Author-Email = {{lsteele@uow.edu.au}},
ORCID-Numbers = {{Steele, Linda/0000-0001-6944-7888}},
Funding-Acknowledgement = {{University of Wollongong Legal Intersections Research Centre under a
   Small Research Grant; Endeavour Foundation Endowment Challenge Fund
   Student Grant}},
Funding-Text = {{This work was supported by the University of Wollongong Legal
   Intersections Research Centre under a Small Research Grant; and an
   Endeavour Foundation Endowment Challenge Fund Student Grant.}},
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Number-of-Cited-References = {{58}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Continuum-J. Media Cult. Stud.}},
Doc-Delivery-Number = {{ES1YK}},
Unique-ID = {{ISI:000399322700010}},
DA = {{2020-03-18}},
}

@article{ ISI:000401461300001,
Author = {Trescher, Hendrik},
Title = {{Disabling practices}},
Journal = {{COGENT SOCIAL SCIENCES}},
Year = {{2017}},
Volume = {{3}},
Number = {{1}},
Month = {{MAY 13}},
Abstract = {{Following Foucault's theory of discourse this article aims at
   reformulating the established concept of disability. To this end, the
   author reconstructs ways in which disabling practices of subjectivation
   occur in and through public media discourses. The article focuses on the
   discoursive production of infantile identities in people with cognitive
   disabilities. The examples demonstrate that this discoursive production
   occurs in self-representational media formats and in outside media
   representations. Hence, the author develops a concept of disability as a
   discoursively produced ordering category, from which follows a
   reformulation of the disability concept. This reformulated concept,
   which grasps disability as discourse disability, allows in turn for a
   perspective on disability as practice and thus as independent from the
   subject. To conclude, the article discusses implications of such a
   perspective of disability for pedagogy and the social sciences,
   ultimately arguing for a broader definition of disability and for making
   respective benefits a matter of social pedagogy.}},
Publisher = {{TAYLOR \& FRANCIS AS}},
Address = {{KARL JOHANS GATE 5, NO-0154 OSLO, NORWAY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Trescher, H (Reprint Author), Goethe Univ Frankfurt, Inst Sonderpadag, Theodor W Adorno Pl 6, D-60323 Frankfurt, Germany.
   Trescher, Hendrik, Goethe Univ Frankfurt, Inst Sonderpadag, Theodor W Adorno Pl 6, D-60323 Frankfurt, Germany.}},
DOI = {{10.1080/23311886.2017.1328771}},
Article-Number = {{1328771}},
ISSN = {{2331-1886}},
Keywords = {{discourse; disability; Foucault; disability studies; media; SNE}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{trescher@em.uni-frankfurt.de}},
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Number-of-Cited-References = {{74}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Cogent Soc. Sci.}},
Doc-Delivery-Number = {{EV0UP}},
Unique-ID = {{ISI:000401461300001}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000418006700007,
Author = {Hunt, Xanthe and Carew, Mark T. and Braathen, Stine Hellum and Swartz,
   Leslie and Chiwaula, Mussa and Rohleder, Poul},
Title = {{The sexual and reproductive rights and benefit derived from sexual and
   reproductive health services of people with physical disabilities in
   South Africa: beliefs of non-disabled people}},
Journal = {{REPRODUCTIVE HEALTH MATTERS}},
Year = {{2017}},
Volume = {{25}},
Number = {{50}},
Pages = {{66-79}},
Month = {{MAY}},
Abstract = {{There is a body of theoretical work, and some empirical research, which
   suggests that non-disabled people assume people with physical
   disabilities are not suitable romantic partners, do not have sexual
   drives or desires, or are not sexually active. It has also been proposed
   that people with physical disabilities face barriers to sexual
   healthcare access which are structural as well as social. The present
   paper explores non-disabled South Africans' beliefs concerning the
   degree to which non-disabled respondents enjoy sexual and reproductive
   rights, and benefit from sexual and reproductive healthcare, compared to
   people without disability. Using a survey, we asked 1989 South Africans
   to estimate the degree to which people with physical disabilities and
   people without disability have sexual rights, and benefit from sexual
   and reproductive healthcare services, respectively. Respondents were
   more likely to support the idea that the population without disability
   were deserving of sexual rights compared to people with physical
   disabilities. Respondents were more likely to rate the degree to which
   people with physical disability benefit from sexual and reproductive
   healthcare as less than that for people without physical disabilities.
   These findings provide some of the first empirical support that
   non-disabled people perceive people with physical disabilities as having
   fewer sexual and reproductive rights, and deriving less benefit from
   sexual and reproductive health services, than the population without
   disability. To have diminished sexual rights, and benefit less from
   sexual and reproductive healthcare, we suggest, evinces a negation of
   the sexual and reproductive needs and capacity of people with physical
   disabilities.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hunt, XT (Reprint Author), Stellenbosch Univ, Dept Psychol, Stellenbosch, South Africa.
   Hunt, Xanthe, Stellenbosch Univ, Dept Psychol, Stellenbosch, South Africa.
   Carew, Mark T., Univ East London, Dept Psychol, London, England.
   Braathen, Stine Hellum, SINTEF Technol \& Soc, Trondheim, Norway.
   Swartz, Leslie, Stellenbosch Univ, Psychol, Stellenbosch, South Africa.
   Chiwaula, Mussa, South Africa Federat Disabled SAFOD, Gaborone, Botswana.
   Rohleder, Poul, Univ East London, Psychol, London, England.}},
DOI = {{10.1080/09688080.2017.1332949}},
ISSN = {{0968-8080}},
EISSN = {{1460-9576}},
Keywords = {{persons with physical disabilities; sexuality; sexual and reproductive
   health rights; sexual rights; reproductive healthcare; access;
   disability studies; South Africa}},
Keywords-Plus = {{SPINAL-CORD-INJURY; DISABLED WOMEN; SOCIAL-CONTEXT; ATTITUDES;
   REPRESENTATIONS; ADOLESCENTS; EXPERIENCES; MOTHERHOOD; ASEXUALITY;
   EDUCATION}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
ResearcherID-Numbers = {{Swartz, Leslie/A-5168-2008
   }},
ORCID-Numbers = {{Swartz, Leslie/0000-0003-1741-5897
   Hunt, Xanthe/0000-0001-7531-6665
   Braathen, Stine Hellum/0000-0002-3968-1873
   Rohleder, Poul/0000-0002-5052-0464
   Carew, Mark/0000-0002-1377-2910}},
Funding-Acknowledgement = {{International Foundation of Applied Disability Research (FIRAH);
   National Research Foundation (NRF) of South AfricaNational Research
   Foundation - South Africa}},
Funding-Text = {{The financial assistance of the International Foundation of Applied
   Disability Research (FIRAH) and the National Research Foundation (NRF)
   of South Africa is hereby acknowledged. Opinions expressed and
   conclusions arrived at are those of the authors and are not necessarily
   to be attributed to FIRAH or the NRF.}},
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Number-of-Cited-References = {{70}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Reprod. Health Matters}},
Doc-Delivery-Number = {{FP9YY}},
Unique-ID = {{ISI:000418006700007}},
OA = {{DOAJ Gold, Green Published, Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000418006700010,
Author = {Rothler, Roni},
Title = {{Disability rights, reproductive technology, and parenthood: unrealised
   opportunities}},
Journal = {{REPRODUCTIVE HEALTH MATTERS}},
Year = {{2017}},
Volume = {{25}},
Number = {{50}},
Pages = {{104-113}},
Month = {{MAY}},
Abstract = {{The common attitude towards parents with disabilities is suspicious.
   Whereas usually, people are expected to become parents as part of a
   natural-social life course, disability and parenthood are conceived as
   contradicting terms. This is due to negative perceptions regarding the
   parenting capacity of people with disabilities, and lack of adequate
   state support for children upbringing. Disability Rights theories
   portray different approaches, aiming to promote equality, considering
   the unique life experiences of parents with disabilities. They
   acknowledge the discrimination that takes place whenever accommodations
   are denied, and they bring a universal point of view to light. Through
   the case of Ora Mor-Yosef, a woman with a severe physical disability who
   initiated the birth of a baby girl, with no genetic connection to her,
   the article wishes to demonstrate the potential contribution of
   reproductive technology, combined with legal parenthood developments,
   and disability studies theories, to the advancement of parenting rights
   and opportunities for persons with disabilities. Regrettably, Ora's case
   did not serve as a platform for such promotion. ``Social disability
   obstacles{''}, suspicion, and negative attitudes that still prevail
   regarding parents with disabilities, have led both the government
   authorities and the courts to deny Ora's attempt to accommodate
   reproductive technological processes and become a mother.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rothler, R (Reprint Author), Bar Ilan Univ, Disabil Rights Clin, Fac Law, Ramat Gan, Israel.
   Rothler, Roni, Bar Ilan Univ, Disabil Rights Clin, Fac Law, Ramat Gan, Israel.}},
DOI = {{10.1080/09688080.2017.1330105}},
ISSN = {{0968-8080}},
EISSN = {{1460-9576}},
Keywords = {{disability; disability rights; parenthood; motherhood; reproductive
   health; reproductive technology}},
Keywords-Plus = {{MODEL; GENETICS; ISRAEL}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{roni.rothler@biu.ac.il}},
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Number-of-Cited-References = {{39}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Reprod. Health Matters}},
Doc-Delivery-Number = {{FP9YY}},
Unique-ID = {{ISI:000418006700010}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000403979500003,
Author = {Martino, Alan Santinele},
Title = {{Cripping sexualities: An analytic review of theoretical and empirical
   writing on the intersection of disabilities and sexualities}},
Journal = {{SOCIOLOGY COMPASS}},
Year = {{2017}},
Volume = {{11}},
Number = {{5}},
Month = {{MAY}},
Abstract = {{This paper provides a review of some of the literature addressing the
   juncture of disabilities and sexualities and invites sociologists to
   build on this work and take part in this important intersectional field.
   First, I discuss the central relevance of an intersectional lens for
   making sense of the unique experiences of queer people with disabilities
   who are located at the crossroads of various stratified systems. Then, I
   discuss some of the many unique challenges that queer disabled people
   face when exploring their sexuality, establishing relationships, and
   remaining sexual. The invisibility, marginalization, and discrimination
   of queer people with disabilities in both queer and disability
   communities are the focus on the third section. The fourth section
   speaks to current theoretical dialogues between disability studies and
   queer theory that have illuminated new pathways for theorizing the
   intersection of disabilities and sexualities, ``cripping{''}
   sociological theories, and reimagining disability within sociology. As I
   demonstrate, this literature is growing; however, myriad exciting
   opportunities for empirical and theoretical sociological exploration
   remain and I will conclude with a discussion of possible directions for
   future research.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Martino, AS (Reprint Author), McMaster Univ, Dept Sociol, 1280 Main St W, Hamilton, ON L8S 4L8, Canada.
   Martino, Alan Santinele, McMaster Univ, Dept Sociol, 1280 Main St W, Hamilton, ON L8S 4L8, Canada.}},
DOI = {{10.1111/soc4.12471}},
Article-Number = {{e12471}},
ISSN = {{1751-9020}},
Keywords-Plus = {{INTELLECTUAL DISABILITIES; LEARNING-DISABILITIES; QUEER THEORY;
   PHYSICAL-DISABILITIES; IDENTITY DEVELOPMENT; TRANSGENDER PEOPLE; CHRONIC
   ILLNESS; YOUNG-PEOPLE; GAY MEN; WOMEN}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{santina@mcmaster.ca}},
ORCID-Numbers = {{Santinele Martino, Alan/0000-0002-2270-3482}},
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Number-of-Cited-References = {{159}},
Times-Cited = {{5}},
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Journal-ISO = {{Sociol. Compass}},
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DA = {{2020-03-18}},
}

@article{ ISI:000403164600006,
Author = {Pavis, Mathilde and Waelde, Charlotte and Whatley, Sarah},
Title = {{Who can Profit from Dance? An Exploration of Copyright Ownership}},
Journal = {{DANCE RESEARCH}},
Year = {{2017}},
Volume = {{35}},
Number = {{1}},
Pages = {{96-110}},
Month = {{MAY}},
Abstract = {{Focusing on UK copyright law, this article explores ownership of the
   dance by reference to the work of disabled dance artists. Our attention
   is on this group because their position within the dance workforce has
   always been precarious and so perhaps have most to gain through greater
   recognition of authorship in their work. Through an examination of the
   law as it applies to two different projects featuring Caroline Bowditch,
   we suggest that, contrary to the views of some, the performers are
   either authors of the copyright in the arrangement of the dance on their
   bodies, or joint authors in the work of dance. This is important because
   the author is the first owner of copyright in a dance; income from
   exploitation generally flows to the owner. With the rise of social media
   there may be yet further opportunities for exploiting dance. Starting
   from a doctrinal legal perspective, and bringing together dance and law
   to explore the vexed questions of cultural value, audience literacy and
   commercial exploitation, we hope to bring attention to the labour of
   disabled dance artists and the different ways in which all dancers can
   assert the rights to their work. In taking this approach this
   contribution differs from recent scholarship on dance and law, most
   notably works by Anthea Kraut, Choreographing Copyright: Race, Gender,
   and Intellectual Property Rights in American Dance (Oxford University
   Press, 2015) and Caroline Picart, Critical Race Theory and Copyright in
   American Dance: Whiteness as Status Property (Springer 2013). These
   analyses examine dance and American copyright law through race and
   gender lenses. Reading across the contributions would suggest that the
   time is ripe for a truly interdisciplinary project in which experts from
   law, dance and, disability studies come together to deepen and extend
   our knowledge and understanding of this area.}},
Publisher = {{EDINBURGH UNIV PRESS}},
Address = {{THE TUN-HOLYROOD RD, 12 2F JACKSONS ENTRY, EDINBURGH EH8 8PJ, SCOTLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pavis, M (Reprint Author), Univ Exeter, Exeter, Devon, England.
   Pavis, Mathilde, Univ Exeter, Exeter, Devon, England.
   Waelde, Charlotte; Whatley, Sarah, Coventry Univ, C DaRE Ctr Dance Res, Coventry, W Midlands, England.}},
DOI = {{10.3366/drs.2017.0185}},
ISSN = {{0264-2875}},
EISSN = {{1750-0095}},
Keywords = {{ownership; copyright; dance; disability; commercialisation}},
Research-Areas = {{Dance}},
Web-of-Science-Categories  = {{Dance}},
ORCID-Numbers = {{Whatley, Sarah/0000-0001-7455-0847}},
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Number-of-Cited-References = {{27}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Dance Res.}},
Doc-Delivery-Number = {{EX3WJ}},
Unique-ID = {{ISI:000403164600006}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000400569200007,
Author = {El-Lahib, Yahya},
Title = {{Theoretical dimensions for interrogating the intersection of disability,
   immigration and social work}},
Journal = {{INTERNATIONAL SOCIAL WORK}},
Year = {{2017}},
Volume = {{60}},
Number = {{3}},
Pages = {{640-653}},
Month = {{MAY}},
Abstract = {{This article proposes theoretical dimensions to examine the intersection
   of disability and immigration. These dimensions bring together knowledge
   from critical disability studies and postcolonial theories to inform a
   social justice orientation to social work practice on issues of
   immigration and disability. The article describes three interrelated
   themes that bring these theoretical dimensions together: (a) knowledge
   production and dominance in terms of North/South power dynamics and
   relations, (b) the construction and processes of Othering and how these
   shape the experiences of people with disabilities in immigration and (c)
   resistance to these constructions of Othering.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{El-Lahib, Y (Reprint Author), Univ Calgary, Fac Social Work, PF 4248,2500 Univ Dr NW, Calgary, AB T2N 1N4, Canada.
   El-Lahib, Yahya, Univ Calgary, Fac Social Work, PF 4248,2500 Univ Dr NW, Calgary, AB T2N 1N4, Canada.}},
DOI = {{10.1177/0020872816651704}},
ISSN = {{0020-8728}},
EISSN = {{1461-7234}},
Keywords = {{Ableism; coloniality of power; disability; global South; immigration;
   postcolonialism; social justice}},
Keywords-Plus = {{COLONIALITY; CITIZENSHIP; DISCOURSE; ABLEISM; SCHOOLS; STATE}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{yellahib@ucalgary.ca}},
Funding-Acknowledgement = {{Joseph-Armand Bombardier Canada Graduate Doctoral Scholarship, Social
   Sciences and Humanities Research Council of Canada}},
Funding-Text = {{This research was supported by the Joseph-Armand Bombardier Canada
   Graduate Doctoral Scholarship, Social Sciences and Humanities Research
   Council of Canada.}},
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Times-Cited = {{1}},
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